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THE  LIBRARY 

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COMPLETE 

Shorthand  Manual 

jFor  g>elf'3In£itruction 

AMD 

FOR  USE   IN   COLLEGES. 

New  Columbian  Edition 
revised,  enlarged,  and  entirely  reivritten 

By  ALFRED   DAY, 

AUTHOR   OF  "aid   to    GRAHAM,"    "SHORTHAND    COPYBOOK,"     "COMPLETE    SHORT- 
HAND  MANUAL,"    "shorthand   TEACHER,"    "METHOD  OP   LEARNING   THE 
WORD-SIGNS,"    "comprehensive   SHORTHAND    DICTIONARY,"   ETC., 
TEACHER   AND   REPORTER   OF  THIRTY-FIV* 
YEARS*   EXPERIENCE. 


CLEVELAND,   OHIO: 

PUBLISHED    BY 

THE  BURROWS   BROTHERS   COMPANY. 
1902. 


Copyright,  ii)Oi, 
The  Burrows  Brothers  Company. 


PREFACE   TO   THE   NEW  COLU]\IBIAN 
EDITION. 

Engraving  of  shorthand  characters  carefully  looked  over  and 
corrected  in  September,  igoi. 

We  take  pleasure  in  presenting  herewith  the  New 

Columbian    edition    of    Day's   Complete   Shorthand 

Manual.     The   book    has  been  very  carefully  gone 

over,  and  the  recommendations  and  suggestions  of 

many  of  the  best  shorthand  teachers  in  the  country, 

who  are  using  the  Manual,  carefully  considered,  and 

^    adopted  wherever  they  are  in  accordance  with  the 

*n    principles  of  Graham  Shorthand  (which  we  aim  to 

^    present  correctly),  and  for  practical  usage  in  offices 

OS    and  the  court  room.     Most  of  the  errors  that  ex- 

-»    isted  in  the  previous  edition  were  due  to  defective 

engraving,  and  we    think   we    have    now  succeeded 

P   in  correcting  all  of  these.     It  has  not  been  possible 

**    to  adopt  all  the    suggestions  which    have    come  to 

T    us,  since  shorthand  is  not  an  "exact  science,"  but 

we  believe  that  no  principles  or  contractions   have 

^j  been  introduced  which  the  student  would  later  find 

t  it  difficult  to  put  into  actual  practice. 

H       The  continued  and  largely  increased  sales  of  the 

Manual  lead  us  to  feel  that  it  fills   to  the  greatest 

possible  degree  the  requirements  of  the  best  Colleges 

and  High  Schools  of  the  country. 

THE   PUBLISHERS. 

Cleveland,  September,  1902, 


448 


H    'V 


PREFACE  TO  THE   COLUMBIAN   EDITION. 


Engraving  of  shorthand  characters  carefully  looked  over  and 
corrected  in  January,  1899. 


It  is  with  pleasure  we  present  to  the  public  the 
Columbian  edition  of  the  Complete  Shorthand  Man- 
ual. Every  word  has  been  rewritten,  the  engraving 
has  been  done  by  skilled  workmen,  and  the  typo- 
graphical appearance  of  the  work  has  been  improved. 
We  have  greatly  simplified  the  learning  of  the  prin- 
ciples; the  number  of  lessons  has  been  increased, 
with  a  corresponding  decrease  in  the  number  of  the 
principles  presented  in  each  lesson;  the  writing  of 
words  containing  three  or  more  full-length  strokes 
on  the  line  is  an  improvement  which  will  be  duly 
appreciated  by  those  who  have  been  in  the  habit 
of  writing  all  the  words  according  to  the  position 
of  the  accented  vowel,  regardless  of  the  number  of 
consonants  in  the  word. 

The  number  of  questions  has  been  materially  de- 
creased. Sentences  have  been  presented  at  the  ear- 
liest possible  moment;  thus  relieving  the  student 
from  the  drudgery  of  learning  the  principles  from 
the  writing  of  separate  words  only,  —  a  very  unsatis- 
factory way  indeed. 

The  diphthong  ew  has  been  changed  to  correspond 
with  the  representation  of  that  diphthong  as  presented 
in  Graham's  Handbook.     The  diphthong  oi  has  been 


iv  PREFACE. 

changed  to  the  extent  of  its  opening  to  the  left  instead 
of  at  the  bottom,  placing  it  beyond  the  possibility  of 
conflicting  with  the  diphthong  ou.  A  few  word-signs 
appearing  in  Graham's  reporting  list  are  presented  in 
the  lists  preceding  the  reporting  signs  in  the  Manual. 

Aside  from  the  changes  noted  above,  and  the  "  cut- 
ting down  "  of  the  word-signs,  the  Columbian  edition 
presents  the  Graham  system  of  shorthand  in  its 
entirety.  The  object  kept  constantly  in  view  has 
been  to  simplify  the  learning  of  that  system  ;  whether 
we  have  succeeded  or  not  we  leave  to  the  judgment 
of  a  discriminating  public. 

The  time  in  which  the  student  is  to  write  certain 
words  and  sentences  has  been  carefully  computed, 
according  to  the  progress  he  is  supposed  to  have 
made.  In  the  ninth  lesson,  letters  to  be  written  from 
dictation  are  presented,  so  that  at  an  early  stage  of 
his  progress  he  is  introduced  to  the  actual  work  of 
the  amanuensis.  The  hints  and  suggestions  to  the 
learner  are  new  features,  serving  as  a  means  of  en- 
couragement at  just  those  points  where  such  helps 
are  most  needed. 

If,  in  the  presentation  of  the  Columbian  edition,  we 
have  still  further  smoothed  the  rough  places  in  the 
road  to  shorthand  knowledge,  we  shall  feel  repaid  for 
the  time  and  labor  we  have  spent  in  our  efforts  to 
attain  that  desirable  end. 

ALFRED    DAY. 

Cleveland,  O.,  July,  1893. 


PREFACE  TO   FIRST   EDITION. 


This  book  does  not  present  a  new  system  of 
shorthand.  The  Pitman  system,  as  modified  by 
Graham,  Longley,  Munson,  Howard,  Scott  Browne, 
Moran,  and  others,  has  answered  all  the  requirements 
of  verbatim  reporting,  and  it  would  be  presumptuous 
on  the  part  of  the  author  to  attempt  to  elaborate  a 
new  system,  which  could,  at  best,  be  but  another 
modification  of  the  original  Pitman  phonography. 

For  upwards  of  twenty  years  the  author  practised 
and  taught  shorthand  as  presented  in  Graham's  Hand- 
book, a  work  containing  some  excellent  modifications 
of  the  original  Pitman  system;  but  the  unfortunate 
"  make-up  "  of  the  book  as  a  whole,  together  with 
its  abundance  of  extraneous  matter,  made  it  a  work 
exceedingly  difficult  to  master;  and,  to  materially 
assist  the  learner,  the  author  prepared  his  "  Aid  to 
Graham,"  in  1887.  The  favor  with  which  it  was 
received  by  teachers  and  students,  and  the  hundreds 
of  commendatory  letters  and  press  notices,  stamped 
the  work  as  a  valuable  acquisition  in  the  learning  of 
the  Graham  shorthand. 

The  result  of  the  favorable  reception  of  the  "  Aid  " 
brought  scores  of  letters  from  stenographers  and 
students  of  shorthand  asking  the  author  to  prepare 


VI  PREFACE. 

a  work  that  would  present  the  Graham  phonography 
greatly  simplified.  The  Manual  is  the  result  of  hav- 
ing complied  with  the  request,  —  a  work  that  is  prac- 
tically the  outgrowth  of  many  years  of  patient  labor 
in  the  class-room,  and  the  investigation  of  the  best 
methods  of  presenting  the  subject. 

The  aim  has  been  to  make  it  so  plain  and  easily 
understood  that  any  person  who  can  read  and  write 
the  English  language  can  obtain  a  knowledge  of  the 
art  of  shorthand  writing.  That  the  author  has  been 
successful  in  this  particular  is  evident  from  the  fact 
that  children  twelve  and  fourteen  years  of  age  have 
mastered  the  principles  and  learned  to  apply  them 
to  the  extent  of  becoming  competent  stenographers. 

While  the  Manual  presents  the  Pitman  system  of 
shorthand  as  modified  by  Graham,  yet,  in  the  arrange- 
ment of  the  text,  the  author  has  not  deemed  it 
advisable  to  adhere  to  the  Handbook,  but  has  made 
such  changes  as  his  experience  as  teacher  warrants 
as  an  improvement.  He  has  done  what  the  author 
of  every  new  work  on  arithmetic,  grammar,  and  other 
text-books  has  done,  —  not  changing  the  principles  of 
the  art,  but  presenting  them  in  such  a  way  that  they 
can  be,  in  his  judgment,  more  easily  comprehended. 

The  words  which  the  student  is  required  to  write 
to  illustrate  the  principles  presented  in  each  advance 
lesson  are  words  the  outlines  of  which  will  not  be 
changed  by  the  introduction  of  new  principles ;  he 
is  taught  to  write  words  from  the  first  just  as  they 
are  written  by  the  reporter.  This  does  away  with  the 
necessity  of  recognizing  a  "  corresponding  style  "  as 


PREFACE.  vii 

something  separate  and  distinct  from  the  "  reporting 
style." 

All  the  sign-words,  except  those  in  the  fifteenth 
lesson,  are  arranged  in  sentences.  This  method  of 
learning  the  word-signs  is  a  novel  feature,  and  has 
never  before  been  introduced  into  any  work  on  short- 
hand. The  longer  list  of  word-signs,  presented  in 
the  fifteenth  lesson,  contains  less  than  one  half  the 
number  in  Graham's  Handbook,  and  the  list  of  con- 
tractions is  about  one  seventh. 

I  shall  ever  hold  in  kind  remembrance  the  many 
friends  who  have  given  assistance  in  the  preparation 
of  the  Manual,  the  words  of  encouragement  spoken, 
and  the  valuable  suggestions  given. 

To  the  learner,  desirous  of  obtaining  a  knowledge 
of  the  highly  useful  and  beautiful  art  of  shorthand 
writing,  the  author  desires  to  say:  he  has  labored 
earnestly  and  conscientiously  in  your  behalf,  to  the 
end  that  the  pathway  over  which  every  one  must 
pass  who  would  become  an  amanuensis  or  a  verbatim 
reporter  may  be  less  rugged  than  it  was  to  those 
who  have  reached  the  end  of  that  journey  upon 
which  you  are  about  to  enter.  If  in  this  he  has 
succeeded,  he  will  feel  that  his  labor  has  not  been 
in  vain. 

ALFRED   DAY. 

Cleveland,  O.,  July,  1889. 


CONTENTS. 


Pagb 

Preface  to  the  New  Columbian  Edition iii 

Preface  to  the  First  Edition v 

Introduction xv 

Method  of  Study xvi 

General  Directions  to  the  Learner xvii 

First  Lesson: 

Consonants I 

Remarks 2 

Manner  of  Writing  the  Consonant-Strokes 3 

To  the  Learner 4 

Writing  Exercise 5 

Remarks 5 

Review  Questions 5 

Second  Lesson: 

Consonant-strokes  Joined 6 

Reading  Exercise 7 

Speed  Exercise 8 

Review  Questions 9 

Third  Lesson  : 

Vowels  and  Diphthongs 9 

Long  Vowels 10 

Short  Vowels lo 

Diphthongs 10 

To  the  Learner 13 

Reading  Exercise 14 

Writing  Exercise 15 

Review  Questions 15 

Fourth  Lesson  : 

Vowels  between  Strokes 15 

To  the  Learner 18 

Reading  Exercise 18 

Writing  Exercise 19 

Review  Questions 20 


X  CONTENTS. 

Page 

Fifth  Lesson  : 

Circles  and  Loops 20 

Small  and  Large  Circle 21 

Small  and  Large  Loop 22 

Use  of  the  Stroke  for  S  and  Z     .     .  , 23 

To  the  Learner 24 

Reading  Exercise 24 

To  the  Learner      ...  25 

Writing  Exercise 26 

Review  Questions »  .     .  26 

Sixth  Lesson  : 

Word-signs.  —  Punctuation  Marks 27 

Names  of  the  Signs 27 

To  the  Learner 28 

Consonant  Word-signs , 29 

Vowel  Word-signs 31 

Punctuation  Marks 32 

Reading  Exercise 32 

Writing  Exercise 34 

Seventh  Lesson  : 

Consonant  Word-signs  {concluded) 34 

Reporting  Principles 36 

To  the  Learner 37 

Reading  Exercise 38 

Writing  Exercise 40 

Review  Questions 40 

Eighth  Lesson  : 

Methods  of  Expressing  W  and  Y 41 

W  Represented  by  a  Hook 42 

W  Represented  by  Semi-circles 42 

The  Stroke  for  Y 44 

Semi-circles  for  Y 44 

Brief  Signs  in  the  Place  of  Vowels 44 

To  the  Learner 46 

Reading  Exercise 47 

Writing  Exercise 49 

Review  Questions 49 

Ninth  Lesson: 

W  and  Y  Word-signs 5° 


CONTENTS.  XI 

Ninth  Lesson  {continued) :  Pack 

To  the  Learner 50 

Reading  Exercise 51 

Writing  Exercise 53 

Tenth  Lesson  : 

Rules  for  Writing  L,  R,  and  Sh 54 

To  the  Learner 55 

Reading  Exercise 56 

Writing  Exercise 58 

Review  Questions  ...         59 

Eleventh  Lesson  : 

Shaded  M '61 

Prefixes  and  Affixes 61 

Writing  Exercise 65 

Review  Questions 66 

Twelfth  Lesson  : 

Contractions 66 

Derivatives 68 

To  the  Learner 68 

Reading  Exercise .69 

Writing  Exercise 71 

Thirteenth  Lesson: 

Joining  Words 72 

The  and  He  Joined 72 

I  Joined 73 

A,  An,  And,  Joined 74 

Initials 75 

Proper  Names 75 

Numbers 75 

Paragraphs 75 

The  Parenthesis 75 

Phrase-signs 76 

Writing  Exercise 78 

Review  Questions 79 

Fourteenth  Lesson  : 

Initial  Hooks  for  L  and  R 79 

Table  of  the  L-hook 80 

Naming  the  Outlines 81 

Vocalization 83 

Reading  Exercise 84 


xii  CONTENTS. 

Fourteenth  Lesson  {continued) :  Pack 

Writing  Exercise 86 

Review  Questions 87 

Fifteenth  Lesson  . 

Iss  Prefixed  to  the  L-hook 87 

Iss-Pel  Table  of  Consonants 88 

Iss-Per  Table  of  Consonants 89 

To  the  Learner 90 

Reading  Exercise 91 

Writing  Exercise 93 

Review  Questions 94 

Sixteenth  Lesson 

The  Back  Hook 95 

Initial  Hook  Enlarged       95 

Nomenclature 96 

Remarks 96 

Reading  Exercise 97 

Writing  Exercise 98 

Review  Questions 98 

Seventeenth  Lesson  : 

Initial-hook  Word-signs 99 

Initial-hook  Reporting  Principles 100 

Reading  Exercises 102 

Writing  Exercise 104 

Eighteenth  Lesson  : 

Final  Hooks  for  F,  V,  and 'N 105 

Nomenclature 107 

To  the  Learner 108 

Reading  Exercise 108 

Writing  Exercise iii 

Review  Questions in 

Nineteenth  Lesson  : 

Large  Hook  for  Shon  and  Tive 112 

Nomenclature       113 

Small  Hook  for  Shon 113 

To  the  Learner 114 

Reading  Exercise 114 

Writing  Exercise 116 

Review  Questions     . 117 


CONTENTS.  xiii 

Pagb 

Twentieth  Lesson  : 

Final-hook  Word-signs 117 

Final-hook  Reporting  Principles 119 

Reading  Exercise 120 

Writing  Exercise 123 

Review  Questions 123 

twENTY-FIRST  LeSSON  : 

Lengthened  Strokes 124 

Nomenclature 125 

Lengthened-stroke  Word-signs ...  126 

Lengthened-stroke  Reporting  Principles     ......  126 

Reading  Exercise 127 

Writing  Exercise 129 

Review  Questions 130 

Twenty-second  Lesson: 

The  Shortening  Principle 130 

Nomenclature 133 

To  the  Learner 133 

Reading  Exercise 134 

Writing  Exercise 136 

Review  Questions 137 

Twenty-third  Lesson  : 

Half-Length  Word-signs       138 

Half- Length  Reporting  Principles 140 

Reading  Exercise 141 

Writing  Exercise 144 

Twenty-fourth  Lesson  : 

Contractions.  —  Second  List 145 

Reading  Exercise 146 

Writing  Exercise 148 

Twenty-fifth  Lesson: 

Prefixes 149 

Prefix  Reporting  Principles 1 52 

Reading  Exercise 153 

Writing  Exercise 154 

Review  Questions 156 


xiv  CONTENTS. 

Twenty-sixth  Lesson  :  Pagb 

Affixes 156 

To  the  Learner 158 

Reading  Exercises 158 

Writing  Exercise 160 

Review  Questions 161 

Twenty-seventh  Lesson: 

Omission  of  Consonants .  162 

Omission  of  Words 163 

Reading  Exercise 164 

Writing  Exercise 166 

Twenty-eighth  Lesson  . 

Miscellaneous  Principles 168 

Reading  Exercise 172 

To  the  Learner 173 

Writing  Exercise 174 

Review  Questions 175 

Twenty-ninth  Lesson  : 

Phrase  Writing 176 

Rules  for  Phrase  Writing 177 

Phrase-signs.  —  Second  List 178 

Primitives  and  Derivatives 180 

The  Past  Tense 180 

To  the  Learner 180 

Reading  Exercise 181 

Writing  Exercise 182 

Thirtieth  Lesson 

Reporting  Word-signs 182-210 

Reporting  Contractions 211-216 

Remarks 217 

Reading  Exercises 218-231 

Key  to  Reading  Exercises      . 232-238 

Phrasing 239 

Syllahication 242 

Pen  vs.  Pencil 244 

What  To  Do 245 

Time  Rules 247 

Auxiliary  Books,  etc 248 

Conclusion 250 

Slip  List  of  Commercial  Phrases 251 


INTRODUCTION. 


Whatever  may  have  been  the  changes  in  any 
attempt  at  brief  and  rapid  writing  previous  to  the 
invention  of  phonography  by  Isaac  Pitman  in  1837, 
further  changes  in  the  brevity  of  the  signs  used  is 
impossible,  as  the  briefest  characters  known  to  the 
science  of  geometry  have  been  adopted, —  the  straight 
and  curved  line,  dot,  and  dash. 

Phonography  being  based  upon  the  phonetic  princi- 
ple, —  that  is,  characters  used  to  represent  the  sound 
of  the  language,  —  it  has  been  found  expedient  to 
represent  the  consonants  by  straight  and  curved  lines, 
the  vowels  by  dots  and  dashes,  and  the  diphthongs 
by  angular  marks.  The  use  of  these  characters  for 
the  representation  of  words,  together  with  a  know- 
ledge of  the  distinct  sounds  and  the  mode  of  pro- 
ducing them,  can  best  be  acquired  by  oral  instruction ; 
but  this  is  not  necessary  if  the  student  will  carefully 
note  the  difference  between  the  signs  and  the  sounds 
they  represent,  and  faithfully  follow  the  instruction 
given  in  the  first  four  lessons. 

The  value  of  a  knowledge  of  shorthand  being  uni- 
versally conceded,  there  is  no  longer  any  necessity 
for  authors  to  set  forth  the  advantages  of  the  art  to 
any  person  of  whatever  profession  or  occupation.    So 


XVI  INTRODUCTION. 

important  has  the  art  become  that  it  is  now  consid- 
ered an  indispensable  part  of  a  business  education; 
and  the  young  man  or  young  woman  who  neglects 
the  opportunity  of  thoroughly  mastering  the  art  will, 
in  due  time,  find  themselves  distanced  in  the  business 
world  by  those  who  did  not  overlook  so  valuable  a 
consideration. 

Method  of  Study. 

The  necessity  of  thoroughly  familiarizing  the  alpha- 
bet cannot  be  impressed  too  strongly  upon  the  stu- 
dent's mind.  This  is  too  often  overlooked  in  his 
desire  to  "  get  on ;  "  but  it  is  always  a  mistake  for 
a  learner  to  permit  himself,  or  be  permitted  by  the 
teacher,  to  leave  the  alphabet  before  he  can  write 
every  letter  at  the  rate  of  at  least  seventy-five  a 
minute. 

A  knowledge  of  the  principles  of  each  lesson  should 
be  tested  by  the  questions  found  at  the  close.  When 
the  questions  can  be  answered  satisfactorily,  read  the 
exercise  until  every  word  can  be  read  as  quickly  as 
if  it  had  been  written  in  longhand  ;  then  copy  the 
exercise  ten  times. 

The  writing  exercise  should  be  written  once  only 
before  being  handed  to  the  teacher  for  correction; 
but  after  the  corrections  have  been  made  the  exercise 
should  be  written  at  least  ten  times.  Pursue  the  same 
method  with  each  subsequent  lesson. 

No  method  of  study  will  obviate  the  necessity  of  a 
perfect  familiarity  with  the  word-signs,  contractions, 
and  phrase-signs.     In  learning  the  lists  the  student 


INTRODUCTION.  Xvii 

should  be  required  to  write  them  over  according  to 
directions,  and  then  to  write  the  sentences  under  that 
lesson  until  a  speed  of  at  least  sixty  words  a  minute 
is  attained. 

The  principles  of  each  and  every  lesson  must  be 
understood  before  satisfactory  progress  in  their  appli- 
cation can  be  made.  Learn  the  principles  thoroughly ; 
incorporate  them  into  your  very  being;  let  them 
become  a  part  of  your  very  self,  so  to  speak,  then 
you  will  be  able  to  apply  them  in  your  writing  with- 
out thought  or  mental  effort.  How  soon  you  will  be 
able  to  make  practical  use  of  shorthand  will  depend 
upon  your  familiarity  with  the  principles,  word-signs, 
and  contractions,  and  the  time  devoted  each  day  to 
the  application  of  the  same  in  writing  and  reading. 

General  Directions  to  the  Learner. 

Any  young  man  or  young  woman  who  possesses 
patience,  perseverance,  a  desire  to  learn,  and  a  deter- 
mination to  succeed  can  master  shorthand.  There 
is  nothing  of  mystery  about  the  art.  It  can  be 
more  easily  learned  under  the  instruction  of  a  com- 
petent teacher,  but  such  assistance  is  not  absolutely 
necessary. 

The  first  lesson  must  be  thoroughly  learned  before 
the  second  is  taken  up  ;  the  second  before  the  third, 
and  so  on  to  the  end  of  the  lessons. 

The  writing  exercise  of  each  lesson  should  be 
written  over  until  each  outline  or  word  can  be  written 
at  the  rate  of  at  least  sixty  a  minute.     You  should 


xvill  INTRODUCTION. 

understand  at  the  beginning  of  your  study  that  short- 
hand means  to  write,  and  to  write  rapidly,  the  outlines 
for  the  words.  Of  course  the  characters  must  be 
traced  slowly  and  with  care  at  first ;  but  after  becom- 
ing familiar  with  the  exercise,  it  should  be  written 
over  until  the  speed  mentioned  above  is  attained. 

Read  over  everything  you  write  until  it  can  be  read 
as  fluently  as  if  written  in  longhand. 

Write  small.  It  will  give  you  greater  speed,  and, 
having  more  time  to  form  your  characters,  your  writ- 
ing will  be  more  legible  than  if  written  in  a  "  large 
hand."  One  sixth  of  an  inch  is  a  good  standard  for 
the  consonant  strokes. 

Shorthand  should  be  written  with  a  pen ;  Gillott's 
No.  404  are  excellent,  and  are  such  as  are  used  by  the 
author.  Some  prefer  a  gold  pen.  A  fountain  pen  is 
used  by  many. 

Hold  the  pen  as  in  ordinary  writing. 

Black  ink,  and  a  quality  that  flows  freely,  should  be 
used. 

When  you  commence  the  study  of  shorthand,  you 
should  not  let  a  day  pass  without  giving  to  it  some 
portion  of  your  time,  even  though  it  be  but  a  few 
minutes  ;  you  will  accomplish  more  in  this  way  than 
by  irregular  practice. 

Remember  that  you,  and  not  your  teacher,  must  do 
the  studying. 

Master  the  lesson  in  hand ;  the  following  ones  will 
take  care  of  themselves. 

Have  faith  in  your  teacher;  if  you  cannot  have, 
better  make  a  change. 


INTRODUCTION.  xix 

Learn  to  be  independent.  Do  not  go  to  your 
teacher  with  every  puzzUng  thing  you  encounter; 
work  it  out  yourself,  if  possible. 

Be  studious.  Do  not  do  anything  which  may  dis- 
tract other  students. 

Be  punctual  and  methodical. 

Every  rule  in  the  Manual  requires  your  careful 
attention.     Do  not  slight  one  of  them. 


/2^ 


FIRST   LESSON. 


1.    CONSONANTS. 

tter. 

Name 

Sound. 

Letter. 

Name 

Sound. 

\ 

P 

P 

as  in  so/. 

) 

S 

s    as  ia  s'v^s. 

\ 

B 

b 

as  in  so^. 

) 

Z 

z    as  in  si^-e. 

T 

t 

as  in  so/. 

J 

Ish 

sh  as  in  ^a.sh. 

1 

D 

d 

as  in  ?,od. 

J 

Zhay 

z A  as  in  suaJ/bn 

/ 

Chay 

'ck 

as  in  sur/s. 

r 

Lay 

/   as  iasai/. 

/ 

J 

J 

as  in  yay. 

~^ 

R  ^^^ay  r  as  in  sir. 



K 

k 

as  in  sar/^. 

-- 

M 

m  as  in  seew. 



Gay 

g 

as  in  sa^. 

^~^ 

N 

n  as  in  ses«. 

V 

F 

f 

as  in /an. 

- 

Ing 

n£-  as  in  si«^. 

^ 

V 

V 

as  in  saz/e. 

^ 

Way 

w  as  in  we. 

( 

Ith 

th 

as  in  sai/>^. 

r 

Yay 

y  as  in  _ye. 

( 

Thee  /// 

I 

as  in  scy/z^e. 

^ 

Hay 

^  as  in  he. 

2  COMPLETE   SHORTHAND   MANUAL. 

REMARKS. 

2.  Stenography  is  a  term  applied  to  all  systems  of  short- 
hand writing. 

3.  Phonography  is  a  system  of  shorthand  writing  having 
special  reference  to  writing  with  characters  representing 
the  sounds  of  a  language ;  it  is  the  one  in  use  among  the 
majority  of  stenographers  of  the  present  day,  and  is  the 
one  presented  in  this  work.  It  is  written  with  an  alphabet 
composed  of  the  simplest  geometrical  signs,  consisting  of 
straight  and  curved  lines,  dots,  and  dashes. 

4.  The  recognized  number  of  sounds  in  all  systems  of 
phonetic  shorthand  is  forty  :  twenty-four  consonants,  twelve 
vowels,  and  four  diphthongs.  The  phonographic  alphabet 
consists  of  characters  representing  the  forty  sounds ;  the 
consonants  are  represented  by  straight  and  curved  lines, 
the  vowels  by  dots  and  dashes,  the  diphthongs  by  angular 
marks. 

5.  In  longhand  we  write  the  letters  of  a  word  one  after 
another,  but  in  shorthand  we  write  the  consonants  first  and 
then  the  vowels  are  placed  beside  them,  or  the  outline,  as 
the  joined  consonants  of  a  word  are  called.  This  method 
of  writing  necessitates  the  learning  of  the  consonants  first, 
and  to  this  task  the  learner  should  apply  himself  until  every 
letter  can  be  written  as  readily  as  it  would  be  spoken  by  a 
good  reader. 

6.  In  phonography  no  silent  letters  are  used,  as  the  words 
are  written  just  as  they  sound,  and  not  always  according  to 
the  common  spelling  ;  thus,  rough  is  written  as  if  it  were 
spelled  ruf ;  dough  is  written  like  do ;  cup,  like  kup  /  cent, 
Uke  sent. 


FIRST   LESSON.  3 

7.  In  learning  the  alphabet  the  pupil  should  not  fail  to 
observe  the  difference  between  the  name  of  the  letter  and 
the  letter  proper,  that  is,  its  sound ;  for  instance,  the  first 
letter  in  the  alphabet  is  named  Pee,  its  sound  is  that  indi- 
cated by  the  letter  /  in  the  word  sop:  the  second  letter  is 
named  Bee,  but  its  sound  is  that  indicated  by  the  letter  b  in 
the  word  sob. 

8.  Too  much  pains  cannot  be  taken  with  the  first  phono- 
graphic lesson  ;  do  not  get  the  impression  that  because  the 
letters  are  straight  and  cur\'ed  lines  they  can  be  easily  and 
readily  formed  without  practice.  In  the  majority  of  cases 
it  will  be  necessary  to  cover  page  after  page  with  signs,  and 
the  learner  should  not  spare  either  paper  or  his  patience  in 
the  practice  necessary  to  write  at  least  seventy-five  letters  a 
minute. 

9.  In  learning  the  consonants  repeat  the  sound  indicated 
by  the  italic  letter  or  letters  a  sufficient  number  of  times  to 
familiarize  the  sounds,  and  then  with  pen  and  ink  make  the 
signs,  and  at  the  same  time  speak  the  name  of  the  letter ; 
thus,  P,  J3,  T,  D,  Chay,  and  so  on  with  every  letter  in  the 
table,  and  continue  the  practice  until  every  consonant  can 
be  neatly  and  correctly  formed.  While  the  letters  should 
be  written  slowly  and  with  care  at  first,  after  they  are  fixed 
in  the  mind  the  speed  should  be  gradually  increased  until 
they  can  be  written  both  (juickly  and  well. 

MANNER    OF    WRITING    THE    CONSONANT- STROKES  ;    SIZE,    ETC. 

10.  The  light  lines  should  be  made  very  light,  and  the 
heavy  strokes  shaded  only  enough  to  distinguish  them  from 
the  light  signs.  The  heavy  curves  should  be  shaded  in  the 
middle  only,  tapering  to  a  light  line  at  each  end. 


4        COMPLETE  SHORTHAND  MANUAL. 

11.  The  size  of  all  the  consonant  strokes  should  be  about 
one  sixth  of  an  inch. 

12.  Hay  is  always  written  upward. 

13.  The  curved  or  down-stroke  for  r  is  called  Ar ;  the 
straight  or  up-stroke  for  r  is  called  Ray,  and  is  always 
written  upward. 

14.  Lay  is  written  both  upward  and  downward ;  it  is 
always  written  upward  when  standing  alone,  that  is,  when  it 
is  the  only  consonant  in  the  word,  and  when  it  is  written 
upward  it  is  called  Lay.  When  joined  to  other  consonants 
it  is  sometimes  written  downward,  and  when  it  is  written 
downward  it  is  called  El. 

15.  Ish  is  sometimes  written  upward  when  joined  to 
other  consonants,  and  when  it  is  written  upward  it  is  called 
Shay. 

16.  Hay  and  Ray  slope  more  than  Chay. 

17.  All  the  perpendicular  and  sloping  strokes  except 
Lay,  Ray,  Ish,  and  Hay,  are  always  written  downward. 
All  the  horizontal  strokes,  K,  Gay,  M,  N,  Ing,  are  always 
written  from  left  to  right. 

TO  THE  LEARNER. 

18.  Let  no  impatience  or  wearisomeness  of  labor  prevent 
you  from  learning  the  alphabet.  When  you  are  quite  fa- 
miliar with  it,  have  some  one  pronounce  the  letters  in  the 
following  exercise  while  you  write  them.  Continue  this 
practice  until  you  can  write  them,  neatly  and  correctly,  in 
one  7ni?iute,  a  rate  of  speed  to  be  attained  before  the  first 
lesson  can  be  considered  "thoroughly  mastered." 


FIRST   LESSON. 


WRITING  EXERCISE. 


Chay,  F,  Thee,  P,  Z,  T,  Zhay,  K,  Way,  Lay,  N,  B,  Ing, 
D,  Hay,  R,  M,  Ray,  Gay,  V,  Ish,  Yay,  S,  J,  Ith,  R,  T,  Hay, 
P,  Chay,  Ith,  K,  Way,  Lay,  Z,  F,  J,  M,  Ish,  V,  Ray,  Ing, 
Yay,  Gay,  D,  S,  B,  Thee,  Zhay,  Z,  Chay,  P,  Thee,  K,  T,  F, 
Ish,  Ith,  S,  Way,  Yay,  N,  R,  J,  B,  V,  Ing,  Ray,  Gay,  Hay, 
M,  Lay,  D,  Zhay,  N. 

REMARKS. 

19.  Until  the  learner  can  give  appropriate  answers  to  the 
questions  for  review,  it  is  evident  he  does  not  understand 
the  principles  contained  in  the  lesson,  and  he  should  not 
permit  himself,  nor  be  permitted  by  the  teacher,  to  proceed 
to  the  next  lesson  until  he  is  able  to  answer  every  question, 
correctly  read  and  readily  write  the  exercises  illustrating  the 
principles  presented  in  the  lesson.  When  this  can  be  done, 
a  new  lesson  should  be  assigned,  and  not  until  then. 

REVIEW  QUESTIONS. —First  Lesson. 

I.  In  shorthand,  what  letters  are  not  used?  2.  What  is  said 
about  the  shading  of  heavy  strokes  ?  3.  How  are  the  heavj' 
curves  shaded  ?  4.  About  what  size  should  the  strokes  be 
written?  5.  How  are  J? ay  and  //«/ always  written ?  6.  How 
is  L  always  written  when  standing  alone  ?  7.  What  is  it  called 
when  so  written  ?  8.  When  it  is  written  downward,  what  is  it 
called?  9.  How  is /j/i  written  when  standing  alone?  10.  What 
is  it  called  when  written  upward? 


COMPLETE  SHORTHAND  MANUAL. 


SECOND   LESSON. 

CONSONANT-STROKES   JOINED. 

20.  All  the  consonants  of  a  word  are  written  without 
taking  off  the  pen ;  the  second  begins  where  the  first  ends ; 
the  third  where  the  second  ends;  the  fourth  being  con- 
tinued from  the  end  of  the  third,  and  so  on  until  all  the 
strokes  are  written.  In  the  outlines  of  this  lesson  the  first 
up  or  the  first  down  stroke  in  the  outline  should  rest  on  the 
line  of  writing. 

_k: /._>i 

P-K         K-P        D-Lay    Chay-T     R-Lay   G-Ray       P-K-F 

21.  When  a  curved  stroke  is  repeated  it  is  written  twice. 
When  a  straight  line  consonant  is  repeated  it  is  made 
double  its  usual  length. 

F-F  R-R       M-M       P-P  D-D   K-K 

22.  Light  and  heavy  lines,  without  a  distinct  angle,  are 
joined    in    such    manner   that    the    point  of  union  is  not 

discernible. 


P-B  D-T  K-G         P-Ing        Lay-Gay 

23.    The  inclination  of  a  stroke  or  its  curvature  may  be 
considerably  varied  in  order  to  secure  an  easier  junction. 


SECOND   LESSON.  / 

24.  When  standing  alone,  Chay  and  Ray  are  distin- 
guished by  difference  of  incHnation;  Chay  inclining  at  an 
angle  of  thirty  degrees,  Ray  at  an  angle  of  sixty.  When 
joined  they  are  readily  distinguished  by  the  direction  in 
which  they  are  written,  as  Chay  is  always  written  down- 
ward, and  Ray  upward. 

READING  AND  WRITING  EXERCISES. 

25.  Read  the  following  outlines  until  they  can  be  spoken 
as  readily  as  if  written  in  longhand ;  then  copy  the  plate 
ten  times.  At  the  time  of  writing,  name  the  outline  ;  thus, 
P-K,  P-Lay,  B-R,  etc.  While  the  outlines  should  be  written 
with  care  at  first,  the  speed  should  be  gradually  increased 
until  they  can  be  written  as  quickly  as  possible,  but  at  the 
same  time  neatly  and  well. 


r_X_.>^„>^__jC..-:-:l_. 


COMPLETE  SHORTHAND  MANUAL. 


A^....^_..d....4^ .vzLz:d__.^..„ 


SPEED   EXERCISE. 

26.  If  the  learner  has  practised  the  above  exercise  ac- 
cording to  directions,  he  should  be  able  to  write  the  proper 
shorthand  characters  for  the  outlines  in  the  exercise  below. 
The  method  of  practice  to  be  pursued  is  as  follows : 
Have  some  one  read  the  sign  outlines  while  you  write 
them  in  shorthand.  The  rate  of  reading  should  be  fast 
enough  to  press  you  to  keep  up,  but  not  too  fast,  as  that 
might  cause  a  nervous,  hesitating  movement  of  the  hand, 
which  is  always  to  be  avoided.  Continue  writing  the  exer- 
cise until  all  the  outlines  can  be  neatly  and  correctly  written 
in  one  minute. 

J-K,  Ish-R,  M-Lay,  P-K,  Way-Lay,  Ray-T,  J-F,  T-K, 
Zhay-N,  Hay-Lay,  D-Chay,  Thee-S,  B-D,  V-Gay,  R-Gay, 
B-R,  Yay-K,  Lay-J,  Ing-K,  Shay-Lay,  Hay-T,  D-M, 
Chay-N,    Way-Ray,    L-K,    Lay-Shay,     N-B,     S-R,    K-L, 


THIRD   LESSON.  9 

Gay-Ray,    F-D,    Yay-R,    M-Hay,    M-K,    P-Lay,    T-Shay. 
Chay-P,  K-P,  Gay-Lay,  Z-N. 

REVIEW  QUESTIONS.  —  Second  Lesson. 

I.  How  are  all  the  consonants  of  a  word  written?  2.  In  this 
lesson,  where  does  the  first  up  or  down  stroke  rest  .'*  3.  When  a 
curved  stroke  is  repeated,  how  is  it  written  ?  4.  When  a  straight 
line  consonant  is  repeated,  how  is  it  written  ?  5.  How  are  the 
light  and  heavy  lines,  without  a  distinct  angle,  joined  ?  6.  For 
what  purpose  is  the  inclination  or  curvature  of  a  stroke  some- 
times varied  ?  7.  When  standing  alone,  how  are  Ray  and  Chay 
distinguished  ?    8.  When  joined,  how  ? 


THIRD   LESSON. 

VOWELS   AND    DIPHTHONGS. 

27.  The  phonetic  systems  of  shorthand  recognize  twelve 
distinct  vowel  sounds  :  six  long  and  six  short.  The  long 
vowels  are  represented  by  heavy  dots  and  dashes,  the  short 
vowels  by  light  dots  and  dashes.  They  are  written  at  the 
beginning,  in  the  middle,  and  at  the  end  of  a  consonant- 
stroke,  as  illustrated  in  the  table  below. 

The  straight  line  beside  which  they  are  placed  is  no 
part  of  the  vowel-sign,  being  used  only  to  show  the  position 
the  dots  and  dashes  occupy.  A  consonant-stroke  in  any 
other  direction,  or  a  curved  stem,  could  be  used  just  as 
well,  but  for  convenience  a  Z"- stroke  is  employed. 

28.  The  vowel  sounds  are  indicated  by  the  Italic  letter 
or  letters  in  the  word  beside  the  dot  or  dash  representing 
the  vowel. 


lO 


COMPLETE   SHORTHAND   MANUAL. 


LONG   VOWELS. 

.  .      •!         .  .  .      " 

1st  position    I  ^  as  in  m^^.  ist  position 

2d  position  *|  a  as  in  mate.  2d  position  ~ 

3d  position  •!  a  as  in  mart.  3d  position  _ 

SHORT   VOWELS. 

I  St  position    |  t  as  in  s/'t.  ist  position 


2d  position  'I  ^  as  in  s^t. 


3d   position  .|  a  as  in  sat. 


2d   position 


3d   position  J 


DIPHTHONGS. 

V| 

1st  position    |  /  as  in  ii\t.  3d   position 


1st  position    |  oi  as  in  {oi\. 


3d   position   < 


a  as  in  call. 
o  as  in  co3l[. 
00  as  in  Qodi. 

0  as  in  bck. 
»  as  in  )»ck. 
00  as  in  \oo\i. 

ou  as  in  iou\. 
u  as  in  f«el. 


29.  The  first  three  characters  in  the  above  table  are 
exactly  alike,  that  is,  heavy  dots ;  but  they  represent  dif- 
ferent letters  or  vowel  sounds,  by  reason  of  the  position 
they  occupy  to  the  consonant-stroke  beside  which  they  are 
placed.  So  with  the  light  dots,  heavy  and  light  dashes ; 
each  representing  a  different  sound  or  vowel,  depending 
upon  the  position  it  occupies  beside  the  consonant. 

30.  The  first  place  to  any  consonant  is  where  you  begin 
to  make  the  stroke,  and  the  third  place  at  the  point  where 
the  pen  completes  the  stroke ;  hence,  the  first  place  to  the 
perpendicular  and  sloping-strokes  is  at  the  top,  and  the 
third  place  at  the  bottom.  The  first  place  to  the  horizontal 
consonants  is  at  the  left,  and  the  third  place  at  the  right. 
The  first  place  to  the  up-strokes  Lay,  Ray,  Hay,  and  Shay 


THIRD   LESSON.  II 

(the  name  given   to  Ish  when  written  upward)   is  at  the 
bottom  or  on  the  line,  and  the  third  place  at  the  top. 

31.  When  the  vowels  are  spoken  of  as  a  class  they  are 
called  dot-vowels  if  represented  by  a  dot,  and  dash-vowels 
if  represented  by  a  dash. 

32.  The  sounds  represented  by  the  dots,  dashes,  and 
angular  marks,  and  their  positions,  must  be  thoroughly 
memorized.  They  should  be  repeated  over  and  over  until 
every  sound  can  be  designated  by  its  proper  sign,  and  the 
learner  is  able  to  tell,  instantly,  whether  it  is  a  dot,  dash, 
or  angular  mark;  light  or  heavy;  first,  second,  or  third 
position. 

METHOD   OF   PLACING   THE   VOWELS. 

33.  A  vowel  placed  to  the  left  of  a  perpendicular  or 
incHned  stroke,  or  above  a  horizontal,  is  read  before  the 
stroke. 

ape       aid       edge      oath       ale       oar        aim     egg        oak 

\    -I y    -(    r    ^   ^  ^ ,.^... 

34.  A  vowel  placed  to  the  right  of  a  perpendicular  or 
inclined  stroke,  or  below  a  horizontal,  is  read  after  the 
stroke. 

Poe      day       Joe         foe        they       low       Ray      may        go 

.„\, h.....-/ k !:„_..£; /l.„....^._^_ 

POSITION   OF   WORDS. 

35.  Words  are  written  in  three  positions  :  above  the  line, 
on  the  line,  through  and  below  the  line.  The  position  of 
the  word  is  determined  by  the  vowel,  or  the  accented 
vowel,  if  the  word  contains  more  than  one  vowel. 


pea 

tie 

joy 

Eve 

Shaw  ease 

eel 

■\ 

/' 

V 

J-    •) 

r 

12       COMPLETE  SHORTHAND  MANUAL. 

(a)  If  the  vowel  is  first-place,  the  consonant  rests  about 
half  the  height  of  a  Z'-stroke  above  the  line ;  a  horizontal 
consonant  is  written  nearly  the  full  height. 

ear      key     gnaw 

^.^^„ 

i^b)  If  the  vowel  is  second- place,  the  consonant  rests  on 
the  line. 

pay        aid        Joe        oak        no        foe         show        lay      Roe 

„\L_„-| /       .       ^     Vi       J      ^     X 

(r)  If  the  vowel  is  third-place,  the  perpendicular  and 
inclined  consonants  are  written  through  the  line ;  the  hori- 
zontals below  the  line. 

pa       add       bow        at        Jew        shoe        woo       coo       Ann 
-V— .1 V-tI if-;-^--^--=--e5- 

36.  The  object  of  placing  the  words  in  different  positions 
as  regards  the  line  of  writing  is,  in  case  the  vowel  should  be 
omitted,  to  more  easily  determine  the  word  by  the  position 
of  the  first  consonant. 

37.  When  it  is  necessary  to  write  two  vowels,  or  a  vowel 
and  a  diphthong,  beside  one  consonant,  that  which  is  heard 
next  before  or  first  after  the  consonant,  is  written  nearest  to 
the  stroke. 

iota  Ohio  Noah 


_J^ ^ ^^^ 

38.  The  first  place  to  any  consonant  is  where  you  begin 
to  make  the  stroke  ;  hence,  the  first  place  to  Lay,  Ray,  and 
Hay  is  at  the  bottom ;  the  third  place  at  the  top. 


THIRD   LESSON.  1 3 

eel  law         allow         rye  row  Hugh  ahoy 

^ ^ — fi — ^L—^ — ^ — £l. 

39.  The  vowels  should  be  written  near  to  but  not  touch 
the  consonant.  Due  care  should  be  taken  to  distinguish 
the  light  and  heavy  dots,  and  to  place  the  dash  vowel  at 
right  angles  to  the  consonant  beside  which  it  is  placed ; 
however,  for  convenience,  some  slight  variation  from  this 
rule  is  allowable. 

40.  It  should  be  borne  in  mind  that  the  ordinary  spelling 
is  scarcely  any  guide  as  to  how  a  word  is  to  be  written  in 
shorthand,  those  consonants  only  being  written  which  are 
actually  heard  when  spoken.  Hence,  in  the  words  addzxA 
odd  there  is  but  one  d ;  in  the  word  annoy,  but  one  «;  in 
the  word  gem,  g  is  represented  by  /;  in  the  word  phrase^ 
ph  has  the  sound  of/.  Care  must  be  taken  not  to  represent 
m  shorthand  silent  letters.  Only  write  those  which  are 
actually  heard  ;  thus,  eight,  in  the  ordinary  spelling,  con- 
tains five  letters,  but  only  two  are  heard,  a  (long)  and  /. 

TO   THE    LEARNER. 

41.  We  would  impress  upon  you  the  necessity  of  thor- 
oughly mastering  each  lesson  as  it  is  taken  up.  Do  not 
leave  it  until  you  are  as  familiar  with  it  as  you  are  with 
your  a  b  c's.  Read  and  write  the  illustrative  exercises  as 
directed.  It  is  far  better  to  write  them  more  than  the 
number  of  times  designated ;  for  the  practice  of  shorthand 
means  to  write  and  read,  write  and  read,  and  the  learner 
cannot  do  too  much  of  it. 

If  you  have  learned  this  lesson  thoroughly,  as  you  ought, 
you  should  be  able  to  write  any  word  containing  one  conso- 


14  COMPLETE  SHORTHAND   MANUAL. 

nant,  as  you  have  only  to  ascertain  what  the  consonant  is, 
then  write  it  in  the  position  indicated  by  the  vowel,  after 
which  place  the  vowel  beside  it.  The  following  reading 
exercise  should  be  read  again  and  again  until  every  word 
can  be  spoken  as  quickly  as  if  v/ritten  in  longhand,  and 
then  it  is  to  be  neatly  and  correctly  copied  five  times. 

READING   EXERCISE. 

i:.._J.^Jl...r:^i....  !C...^.._..>   .^..._.X_:£1 


■F~ 


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42.  In  writing  the  words  in  the  following  exercise  the 
learner  is  to  observe  the  rule  of  position.  When  the  words 
have  all  been  written  hand  the  list  to  the  teacher  for  correc- 
tion, after  which  it  is  to  be  written  yfzr  times.  It  should  be 
borne  in  mind  that  shorthand  means  to  write  from  hearing 
words  spoken  ;  therefore,  after  you  have  written  the  exercise 
the  designated  number  of  times,  you  should  have  some  per- 
son pronounce  the  words  while  you  write  them,  and  continue 
this  practice  until  the  list  can  be  written  in  five  minutes. 
This  includes  the  placing  of  the  vowels. 


FOURTH   LESSON.  1 5 

WRITING   EXERCISE. 

Poe,  ape,  aid,  buy,  add,  odd,  chaw,  tea,  at,  each,  jaw, 
edge,  age,  ache,  key,  cow,  gay,  egg,  if,  Fay,  fie.  Eve,  oath, 
they,  thee,  see,  so,  ease,  ooze,  she,  shoe,  Shaw,  ale,  awl,  lie, 
oar,  rye,  my,  aim,  knew,  own,  Ann,  we,  may,  woe,  ye,  hay, 
hoe,  Eddie,  annoy,  Lee,  Noah,  ashy,  ivy. 

REVIEW    QUESTIONS. —Third  Lesson. 

I.  What  is  the  recognized  number  of  vowel  sounds? 
2.  What  characters  represent  the  six  long  vowels.-*  3.  The 
six  short  vowels  ?  4.  Where  are  the  vowels  placed  1  5.  If  a 
vowel  is  to  be  read  before  a  perpendicular  or  sloping  stroke, 
where  is  it  placed  ?  6.  Before  a  horizontal,  where  ?  7.  If  it  is 
to  be  read  after  a  perpendicular  or  sloping  stroke,  where  is  it 
placed?  8.  After  a  horizontal,  where ?  9.  In  how  many  posi- 
tions are  words  written?     10.    What  determines  the  position? 

1 1.  What  is  the  object  of  writing  words  in  different  positions  ? 

12.  What  is  the  first  place  to  any  consonant  ? 


FOURTH    LESSON. 
VOWELS    BETWEEN    STROKES. 

43.  In  the  preceding  lesson  was  presented  the  method  of 
placing  vowels  beside  one  consonant  stroke.  In  this  lesson 
are  given  the  rules  for  writing  vowels  between  two  or  more 
consonants  ;  they  are  as  follows  :  — 

{a)  All  yfrj/'place  vowels  are  placed  after  the  first 
consonant. 


l6  COMPLETE   SHORTHAND   MANUAL, 

peak  tear        time  sheep       tick  talk  Tom 

[I.     J-     L      t_     t. 


-^-^-4 


(b)  All  //4/r^-place  vowels  are  placed  before  the  second 
consonant. 

poor  tack  tar  cap  rook         Moore 


Ji. 


{c)  A  second-iAsLce  vowel,  \{  long,  is  placed  after  the  first 
consonant ;  if  short,  before  the  second. 

make  take        poke  cape        duck  peg  cup 


{d)  When  two  vowels  occur  between  two  consonants, 
the  first  is  written  to  the  first  stroke  and  the  second  to  the 
second. 

poet  piano  poem  fuel 


¥ 


44.  Again  we  call  the  learner  s  attention  to  the  necessity 
of  becoming  familiar  with  the  vowels.  They  should  be  so 
thoroughly  understood  that  there  must  not  be  an  instant's 
hesitancy  in  deciding  as  to  whether  the  vowel  is  a  dot  or 
dash,  the  position  it  occupies,  and  the  manner  of  placing 
it  beside  the  consonant.  Until  this  can  be  done,  there  must 
be  constant  drill  in  repeating  the  vowels  and  placing  them 
in  their  proper  position.  All  outlines  should  be  vocalized 
in  full,  or  in  part,  until  they  can  be  read  for  the  proper 
word  without  the  vowels,  which  will,  by  degrees,  be  left  off 
unconsciouslv. 


FOURTH   LESSON.  1 7 

45.  Words  of  few  consonants  have  greater  need  of  being 
vocalized  than  words  of  many ;  therefore,  for  the  purpose 
of  adding  somewhat  to  legibiHty,  words  with  two  full  con- 
sonant strokes  are  written  in  position ;  that  is,  above,  on,  or 
through  the  line,  according  to  the  position  of  the  vowel,  or 
its  accented  vowel,  if  it  contains  more  than  one  vowel. 
The  rules  for  writing  the  words  are  as  follows  :  — 
First  position.  The  first  up  or  first  down  stroke  rests 
about  half  the  height  of  a  /"-stroke  above  the  line.  If  both 
consonants  are  horizontal,  both  are  written  above  the  line. 

cheer        keep         pike        peach        rock         meek         kick 


< 


Second  position.  The  first  up  or  first  down  stroke  rests 

on  the  line.      The  same  position  if  both  consonants  are 
horizontal. 

peck        cape  door  lake  came  game 

Third  position.  The  first  up  or  first  down  stroke  is  writ- 
ten through  the  line,  or,  if  both  are  horizontal,  below  the 
line. 

pack  cab  pool  tar  Moore  nag  Mack 

46.  Words  written  with  three,  or  above  that  number  of 
full  consonant  strokes,  are  generally  written  in  the  second 
position ;  that  is,  the  first  up  or  first  down  stroke  rests  on 
the  line.  However,  some  reporters  follow  the  rule  of  posi- 
tion in  writing  all  words  as  in  "  cabbage  "  and  "  dignify." 

2 


1 8  COMPLETE   SHORTHAND   MANUAL, 

became  cabbage  roadway  length  dignify 


TO   THE    LEARNER. 

47.  If  you  understand  the  principles  in  this  lesson,  you 
should  be  able  to  write  any  word  in  the  EngUsh  language ; 
for,  to  do  this,  you  have  only  to  ascertain  what  the  con- 
sonants of  the  word  are,  write  them  without  taking  off  the 
pen,  then  insert  the  vowels  according  to  the  rules  given  in 
this  and  the  preceding  lesson.  Copy  the  shorthand  exercise 
the  designated  number  of  times;  for  the  ofteneryou  copy 
the  characters  the  better  you  will  understand  the  principles. 
Note  carefully  the  position  of  the  outline  and  the  vowels, 
and  copy  them  as  in  the  plate,  endeavoring  each  time, 
however,  to  form  them  better  and  more  quickly. 

48.  Read  the  following  exercise  until  the  words  can  be 
spoken  as  readily  as  if  written  in  longhand,  and  copy  the 
plate  yfzr  times.  You  should  speak  the  outline  or  name  the 
letters  at  the  time  of  writing ;  thus,  t-k,  take,  p-k,  peak, 
chay-p,  cheap,  placing  the  vowel  at  the  same  time  of 
speaking  the  full  word. 

READING   EXERCISE. 


t 


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4-^-^ ^■•-- 


FOURTH   LESSON.  1 9 


rr^.^ 


yy----^-^---.-^ fkX~^^-^: 


A^.....^.....£S^ 


49.  Write  the  words  in  the  following  list,  and  hand  to 
the  teacher  for  correction.  After  being  corrected,  rewrite 
them  ten  thnes ;  then  have  some  one  pronounce  the  words 
while  you  write  them,  without  the  vowels,  but  in  their  proper 
position,  three  times  in  six  minutes. 

WRITING    EXERCISE. 

Poke,  beam,  bale,  item,  tear,  Dutch,  death,  fame,  chime, 
jar,  cab,  faith,  vague,  vim,  voyage,  luck,  thatch,  shop,  leap, 
Rome,  mile,  muff,  nip,  knave,  love,  deny,  China,  pony,  dim, 
poor,  mush,  boom,  fife,  knife,  ink,  below,  fear,  pope,  Zeno, 
Baley,  balm,  Mary,  muddy,  mouth,  topic,  baggage,  vacate, 
damage,  escape,  infamy,  Jacob,  Timothy,  dogma,  namely, 
earthly,  mulatto,  unpack,  engage,  tomato,  farm,  became, 
tamely. 


20  COMPLETE   SHORTHAND   MANUAL. 


REVIEW    QUESTIONS.  —  Fourth  Lesson. 

I.  What  is  presented  in  this  lesson  ?  2,  Where  are  all  first- 
place  vowels  written?  3.  Where  are  all  third-place  vowels 
written?  4.  A  second-place  vowel,  if  long,  is  placed  where? 
5.  If  short,  where?  6.  When  two  vowels  occur  between  two 
consonants,  how  are  they  written  ?  7.  Which  have  the  greater 
need  of  being  vocalized,  words  of  few  or  many  consonants? 
8.  Where  does  the  first  up  or  first  down  stroke  of  a  word  in  the 
first  position  rest  ?  9.  The  second  position,  where  ?  10.  Third 
position,  where  ?  11.  If  a  word  contains  three  or  more  conso- 
nants, where  does  the  first  up  or  first  down  stroke  generally 
rest  ? 


FIFTH   LESSON. 
CIRCLES   AND    LOOPS. 

50.  If  learning  shorthand  consisted  only  of  mastering  the 
alphabet,  then  to  write  the  consonants  of  a  word,  and  to 
the  outlines  thus  formed  place  the  vowels,  according  to  the 
rules  given  in  the  preceding  lesson,  it  would  be  an  easy  task, 
comparatively,  to  learn  the  art.  But  this  method  of  writing, 
brief  and  simple  as  it  is,  compared  with  longhand,  is  not 
sufficient  to  give  the  desired  speed  for  verbatim  reporting ; 
therefore  each  subsequent  lesson  may  be  considered  as  the 
presentation  of  some  new  principle  of  abbreviation,  —  some 
briefer  method  of  representing  the  consonants,  syllables, 
and  words. 

51.  In  this  lesson  is  presented  the  principle  of  represent- 
ing s  and  zhy  a  small  circle  ;  ses,  sez,  sys,  cise,  and  syllables 
of  similar  sound,  by  a  large  circle  ;  st  and  zd  by  a  loop  ;  sir 


FIFTH   LESSON.  21 

by  a  large  loop ;  the  same  being  joined  to  the  consonant- 
strokes  as  illustrated  below. 


SMALL  AND   LARGE   CIRCLE. 

52.  The  small  circle  for  s  and  z  is  named  iss,  and  is  joined 
to  a  consonant-stroke  as  follows  :  — 

(a)  On  the  right  hand  side  of  straight,  perpendicular, 
and  sloping  strokes,  and  on  the  upper  side  of  horizontals, 
including  Hay  and  J^aj,  which  are  classed  as  horizontal 
consonants. 

sip  stay  .      chase  joys  soak  guess 


.L...../.. 


{b^  On  the  inside  of  curves. 
safe  foes        shows  size  sways  knows 

1. ko____<^ _: '^_ y.„_ 

(^)   Between  strokes  it  is  turned  in  the  most  convenient 
manner. 

mason  ^      task         risk  miser       Joseph  visit 


t ^- 


53.  In  vocalizing  outlines  with  circles  attached,  the  vow- 
els are  placed  before  or  after  the  stroke,  the  same  as  if  no 
circles  were  used. 

said  face  soars  spokes  pahns 

____i k. ^ :^^__. 


22  Complete  shorthand  manual. 

54.  In  reading  outlines  beginning  with  a  circle,  the  circle 
is  the  first  thing  read.  If  an  outline  ends  with  a  circle,  the 
circle  is  the  last  thing  read. 

soap  save         such  smile         foams  pours 

___>v ^^ z°_ J!:f.___k^___ 


"^55^  A  large  circle,  called  scz,  represents  two  j  or  0  sounds 
with  a  vowel  between  them,  and  the  same  may  be  expressed 
by  writing  it  within  the  circle.  It  represents  such  syllables 
as  suSy  sis,  cise,  and  similar  sounds,  and  is  attached  to  strokes 
the  same  as  the  small  circle. 

system  cases  exhaust  exercise 

^  ^  ^ 

• 

SMALL  AND  LARGE  LOOP. 

56.  The  sound  of  st  and  zd,  in  such  words  as  most,  past, 
stitch,  stage,  caused,  etc.,  is  represented  by  a  small  loop, 
called  s/eh,  which  is  turned  on  the  same  side  of  the  straight 
and  curved  strokes  as  the  circle. 

post  best  toast  vast 

..._^.._.__x.„_J-_.....^.._ 

57.  A  large  loop,  called  ster,  made  about  one  fourth 
longer  than  the  small  loop,  represents  the  sound  of  sir  in 
such  words  as  master,  pastor,  Chester,  etc.  The  ster  loop 
is  never  written  at  the  beginning  of  a  stroke. 

faster  poster  duster  monster        Wooster 


FIFTH   LESSON.  23 

58.  A  small  circle  may  be  added  to  a  large  circle,  small 
or  large  loop,  by  turning  it  on  the  opposite  side. 

exercises   successes       posts  coasts        masters      jesters 

___— =-lJ^ O-lP. ^ (P n^. Si. 

USE   OF   THE  STROKE   FOR  S  AND    Z. 

59.  The  employment  of  different  signs  for  the  same  letter 
adds  to  the  beauty,  lineality,  and  speed  in  writing ;  hence 
the  circle  for  s  and  z  is  more  generally  used  than  the  stroke ; 
however,  the  latter  is  employed  under  the  following  rules  :  — 

(a)  When  s  and  z,  or  two  j-sounds,  are  the  only  conso- 
nants in  the  word,  one  of  them  must  be  represented  by  the 
stroke. 

size  cease  essays  saucy 

. 1____.J_ k...___..l 

(^)  When  two  vowels,  or  a  vowel  and  a  diphthong,  occur 
between  s  and  another  consonant. 

science  chaos  sayings 

h 7:). -t 

(r)  When  s  is  preceded  by  an  initial  vowel,  or  when  it 
is  followed  by  a  final  vowel. 

ask  escape       espy  assume      racy  Tasso 


(</ )    When  the  sound  of  z  begins  a  word,  use  the  stroke, 
zero  Zeno  zeal  zest  zenith 


24       COMPLETE  SHORTHAND  MANUAU 

TO  THE  LEARNER. 

60.  Beginners  in  shorthand  are  apt  to  make  their  notes 
too  large.  One  sixth  of  an  inch  is  considered  the  standard 
for  full-  length  strokes,  and  you  should  aim  to  adopt  this  size 
in  your  practice.  Endeavor  to  conform  your  writing,  in  size 
and  general  appearance,  to  that  shown  in  the  engraving. 
Exercise  patience  in  writing  the  exercises  consisting  of 
words.  Learners  are  apt  to  get  impatient,  and  desire  to 
"get  on,"  so  that  they  can  begin  to  write  sentences.  It  is 
a  laudable  ambition  to  "get  on,"  but  the  writing  of  sen- 
tences is  not  the  beginner's  test  as  to  his  progress;  principles 
must  first  be  learned ;  material  must  be  obtained  before  the 
house  can  be  built.  Remember  that  sentences  are  only 
words  put  together  in  such  a  way  as  to  "  make  sense ;  "  so, 
if  you  can  write  words,  you  can  write  sentences  or  anything 
else.  Familiarize  the  writing  of  the  words  in  the  exercises, 
for  the  outlines  there  learned  are  never  changed. 

61.  Read  the  following  exercise  until  the  words  can  be 
spoken  as  rapidly  as  if  written  in  longhand ;  then  copy  the 
plate  ten  times. 

READING    EXERCISE. 


.:^-.-„~^_..\.;>.__-i-.....i-....':!..Z. 


_.L...^...'I..j:_.,^.,..„^...^..__^..._ri.j: 


__v--V_..^....X-.-!>-.._-<i.__f:..__/.....^__ 


FIFTH   LESSON.  2$ 


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.^....^...-^.-..J^.. 


.  cxi^_>o ^0! /&) 


.4__k--'^--^--i--V-t-->- 


TO    THE    LEARNER. 

62.  Carefully  correct  your  own  exercises  before  handing 
them  to  the  teacher  for  his  correction.  Criticise  your  own 
writing ;  for  in  doing  so  the  principles  will  the  more  surely 
and  quickly  become  fixed  in  the  mind,  and  in  applying  the 
principles  in  much  writing  you  will  acquire  speed  and  the 
utmost  familiarity  with  the  shorthand  outlines  and  signs  for 
words.  Position  is  to  be  followed  in  writing  the  exercise 
below,  except,  if  the  word  contains  three  full  consonant- 
strokes  the  outline  may  be  written  on  the  line. 


26       COMPLETE  SHORTHAND  MANUAL. 

63.  The  following  writing  exercise  to  be  written  and 
handed  in  for  correction.  Rewrite  ten  times ;  after  which 
to  be  written  from  dictation  three  times  in  ten  minutes, 
without  placing  the  vowels. 

WRITING   EXERCISE. 

Soap,  sight,  buys,  cheese,  siege,  choose,  ox,  scow,  fees, 
vows,  see,  this,  saith,  essay,  size,  ashes,  seal,  less,  soon,  oars, 
rice,  sorrow,  miss,  sun,  nice,  song,  signs,  sways,  yes,  house. 

Toast,  step,  laces,  successes,  steer,  roaster,  faces,  sources, 
story,  Moses,  boasts,  state,  steel,  Hester,  bolsters,  passes,' 
musters,  steam,  most,  just,  stoops,  nests,  paused,  haste, 
hosts,  yeast,  houses,  stitch,  sting,  vests,  guesses,  diseases. 

Text,  next,  mask,  deepest,  exercise,  biggest,  Rochester, 
molest,  ballast,  surmised,  disposes,  invests,  season,  lustre, 
justify,  revised,  register,  system,  resist,  Palos,  monster, 
essence,  assume,  emphasis,  science,  daisy,  cousin,  also, 
restores,  discusses,  denies,  bestow,  reason,  escape,  lazy, 
gauzy. 

REVIEW    QUESTIONS.  —  Fifth  Lesson. 

I.  How  may  each  subsequent  lesson  be  considered?  2.  What 
is  presented  in  this  lesson  ?  3.  What  is  the  brief  sign  for  s  and 
z,  and  what  is  it  called?  4.  On  which  side  of  the  straight  per- 
pendicular and  sloping  strokes  is  it  written  ?  5.  On  which  side 
of  the  horizontals?  6.  On  which  side  of  the  curves?  7.  How 
is  the  circle  turned  between  strokes  ?  8.  What  is  the  name 
of  the  large  circle,  and  what  does  it  represent  ?  9.  What  is  the 
name  of  the  small  loop,  and  what  does  it  represent?  10.  What 
is  the  name  of  the  large  loop,  and  what  does  it  represent? 
II.  Where  is  the  large  loop  never  written?  12.  How  is  the 
small  circle  added  to  a  large  circle  or  loop?  13.  What  is  gained 
by  having  different  signs  for  the  same  letter  ?  14.  Give  the 
rules  for  using  the  stroke  for  s.  1 5.  When  the  sound  z  begins 
a  word,  how  is  it  always  expressed  ? 


SIXTH   LESSON.  27 

SIXTH    LESSON. 
WORD-SIGNS.  — PUNCTUATION    MARKS. 

64.  There  are  a  few  hundred  words  which,  by  reason  of 
their  frequent  occurrence,  must  be  written  over  and  over 
many  times  in  the  course  of  an  hour's  reporting ;  and,  to 
save  time,  these  words  are  abbreviated,  some  of  the  con- 
sonants being  omitted.  The  most  frequent  occurring  words 
in  the  language  are  those  in  the  lists  in  this  and  the  follow- 
ing lesson,  and  they  constitute  nearly  one-third  of  all  the 
words  used  in  ordinary  correspondence  ;  and  for  this  reason 
they  are  represented  by  the  briefest  signs,  —  the  consonants 
and  vowels  written  in  different  positions.  There  is  no 
method  of  study  that  will  obviate  the  necessity  of  a  perfect 
familiarity  with  the  following  and  all  subsequent  lists,  and 
to  the  task  of  committing  the  first  two  lists  to  memory  the 
learner  should  now  apply  himself. 

65.  The  shorthand  characters  are  called  word-signs,  and 
the  printed  words  represented  by  the  signs  are  called  sign- 
words.  Remember  to  use  the  proper  word- sign  instead  of 
the  full  outline  in  writing  any  of  the  sign-words,  which  are 
always  to  be  written  just  as  they  are  given  in  the  lists. 

66.  When  a  sign-word  is  printed  with  a  hyphen,  the  sign 
represents  both  the  word  preceding  the  hyphen,  and  the  one 
composed  of  the  letters  before  and  after  it;  thus,  give-n 
represents  both  give  and  given. 

NAMES    OF   THE    SIGNS. 

67.  Every  shorthand  character  has  a  name,  and  the 
student  who  desires  to  make  the  most  satisfactory  progress 


28  COMPLETE   SHORTHAND   MANUAL. 

will  not  fail  to  learn  the  names  of  the  different  signs,  simple 
or  compound,  which  will  be  presented  in  each  subsequent 
lesson.  Naming  the  sign  or  outline  is  practically,  as  has 
been  aptly  called,  "  spelling  ,  the  word  phonographically." 
As  in  longhand,  if  the  writer  cannot  spell  the  word  cor- 
rectly, he  cannot  write  it  correctly;  while,  on  the  other 
hand,  if  he  is  famiUar  with  the  spelling,  then  the  word  will 
be  correctly  written ;  so,  in  shorthand,  if  the  learner  has  a 
clear  conception  of  the  outline  with  which  the  word  should 
be  written,  then  he  can  name  the  shorthand  signs  of  which 
that  outline  is  composed,  —  that  is  to  say,  can  spell  it  phon- 
ographically and  write  it  with  its  proper  signs.  The  act  of 
shorthand  writing  may  be  said  to  consist  of  forming  in  the 
mind  pictures  —  shorthand  characters  —  of  the  words  to  be 
written,  and  then  tracing  them  on  the  paper. 

68.  The  list  should  be  written  fifty  times,  and,  to  assist 
in  memorizing  the  signs,  it  is  suggested  that  the  learner 
speak  the  name  of  the  letter  at  the  time  of  writing ;  thus, 
"  2ip  is  p  on  the  line  ;  hope,  happy,  party,  p  through  the 
line."  Or,  if  more  convenient,  he  can  say,  '■^  up,  p  two; 
hope,  happy,  party,  p  three."  "  One  "  signifies  above  the 
hne ;  "two,"  on  the  line;  "three,"  through  or  below  the 
line.  It  is  also  an  excellent  practice,  after  having  written 
the  list  twenty-five  or  more  times,  to  cover  a  line  of  word- 
signs  with  a  slip  of  paper  and  write  the  proper  sign  for  the 
sign-words ;  then  cover  the  printed  word  and  speak  the 
word  for  which  the  shorthand  sign  stands. 

TO    THE    LEARNER. 

69.  There  is  nothing  particularly  difficult  in  the  learning 
of  this  lesson.  What  it  requires  more  than  anything  else  is 
the  exercise  of  a  little  patiefice  and  perseverance,  and  a  rea- 


SIXTH   LESSON. 


29 


sonable  amount  oi  practice  in  writing  the  shorthand  signs. 
There  is  no  mental  work,  —  no  real  study  about  it,  —  for, 
as  is  well  known,  "  we  learn  to  do  a  thing  in  the  doing  of 
it ;  "  so,  in  copying  the  signs  fifty  times,  you  are  not  only 
"doing," — learning  to  execute  the  signs,  —  but  at  the  same 
time  memorizing  them. 

70.  A  vivid  first  impression  of  a  word-sign  will  aid  very 
materially  in  the  memorizing  of  the  signs;  and  for  that 
reason  the  signs  should  be  written  very  carefully  at  first, 
particular  attention  being  given  both  to  the  position  of  the 
sign  and  its  name.  Sufficient  attention  to  make  the  first 
impression  a  vivid  one,  and  following  the  directions  given 
in  this  and  the  two  preceding  sections,  will  most  surely  and 
quickly  lead  to  the  memorizing  of  the  lists. 

Note.  —  The  learner's  attention  is  also  called  to  the  author's 
method  of  learning  the  word-signs,  a  notice  of  which  is  given  under 
"  Auxiliary  Books,  etc.,"  to  be  found  near  the  close  of  the  Manual. 

CONSONANT  WORD-SIGNS. 


-A,  up, 


P% 


-\_  hope,  happy,  party,  P  ' 

-1.  by,  B^ 

\-  be,  object,  B"^ 

.\j,  objected,  B^  D^  disjoined 

J^-  to  be,  B  3 


.J_  at,  out,  7"' 

-i._  its,  it  is,  it  has,  T^-t 
\_  itself,  T^-iss 
\     at  first,   T^-steh 

.L  dollar,  Z>1 

.L  do,  Z>2 


30  COMPLETE   SHORTHAND   MANUAL. 

_!..    had,  advertise-d,  Z?' 


^  subjected,  iss-B^  D^  dis- 
joined 


_^.  subject,  iss-B'^ 

\ 

J- it,   7^2 

. /_  much,  charge,  Chay^ 
^—  advantage,  J"^ 
-/--  large,  /» 

^ common,  kingdom,  A'l 

'_— -.  come,  country,  K"^ 
because,  K'^-iss 

give-n.  Gay  * 

-— «  together,  Gay"^ 

- if,  F^ 

-k^.  for,  fact,  F-^ 
\_...  few,  half,  F^ 


each,  Chay"^ 

J..^  change,  which,  Chay  ^ 
ever,  V^ 

K^.  have,  V^ 
^—  however,  V* 

\,_  several,  iss-V^ 

_(_..  think,  Ith  2 
(__  thousand,  thank-ed,  Ith  ^ 

( 


.  thee,  thy,   Thee'^ 
\  -  they,  them,   Thee"^ 
./._   though,  thou,   Thee^ 

i 

;  these,  thyself,    T^ee  ^  ■  iss 


L 


this,   Thee'^-iss 


71.  As  will  be  observed,  many  of  the  sign-words  in  the 
above  list  are  words  of  one  consonant,  and  the  word-sign 
is  simply  that  consonant  written  in  a  certain  position  as 
regards  the  line  of  writing ;  this  makes  the  learning  of  the 


SIXTH   LESSON. 


31 


list  comparatively  easy.  The  word-signs  of  the  vowel  list 
are  more  difficult  to  memorize ;  however,  the  memory  will 
be  aided  by  observing  that  the  word- sign  is  the  principal 
vowel  in  the  word,  and,  for  distinction,  is  written  in  one  of 
three  directions,  P,  T,  Chay,  and  in  one  of  two  positions, 
above  or  on  the  line.     The  list  is  to  be  written  7^/V  times. 

The  dash-vowels  are  named  by  adding  et  to  the  above 
letters ;  thus.  Pet,  Bet,  Tet,  Det,  Chet,  Jet. 


72.    VOWEL   WORD-SIGNS. 
\ 


all,  Bet^ 


already,  awe,  Det  1 


ought,  Jet^ 


_\ two,  too,  Bet"^ 


1 O,  oh,  owe,  Dct'^ 


_f_ who,  whom,  y*"/' 


the,  light dot'^ 


how,  C^f/ below  the  line 


I,  eye,  high,  Pet^-Ret 


_-of,  Fei^ 

or,   7>^i 

.    on,  Chef^ 


s to,  Pet"^ 

. I but,   TV/ 2 

/ he,  should,  Chet^ 

1 a,  an,  and,  light  dot'' 

V 

ay,  aye,  Bet'^-Ret 


32  COMPLETE   SHORTHAND   MANUAL. 

PUNCTUATION    MARKS. 

73.    The  comma,  semicolon,  and  colon  are  written  the 
same  as  in  longhand. 

period        interrogation   hyphen  exclamation  dash 

>< 1 ii...U^A -^ 

quotations        pleasantry  grief  doubt      under-score 


•s  I  >  I  V       ; 


X^)...-Q...._,..._. 


74.  Read  the  following  exercise  until  it  can  be  read  as 
readily  as  if  written  in  longhand  ;  then  copy  fen  times.  The 
full  outlines  are  vocalized ;  the  balance  are  word-signs. 


READING    EXERCISE. 

.L.:..^ 1.1A.. .^-.y 


I 


1         I 

■e — -— 


SIXTH    LESSON. 

_.J-../,-/-.^-L_.(..-..:. 


33 

L 


(_L.^:l-.._r^.-vJ-./..(...-0:...L.L.L.:!:2^. 


srr,. 


J^      \ 


.A-J.:..(...'.v.\--.-.-i-L.:.. 


( 


-^-\..V-i. 


,.\.l 


■(- 


.v..i 


75.  The  following  writing  exercise  contains  all  the  word- 
signs  in  the  above  lists.  The  few  words  that  are  not  sign- 
words  are  printed  in  italics,  and  are  to  be  written  in  full  and 
the  vowels  properly  placed.  Copy  again  and  again ;  and 
finally  write,  from  dictation,  three  times  in  twelve  minutes, 

3 


34  COMPLETE   SHORTHAND  MANUAL. 

WRITING   EXERCISE. 

Several  of  them  think  they  ought  to  go.  O,  I  think  they 
charge  each  a  dollar,  but  it  is  too  much.  Of  all  who  should 
come,  two  ought  to  go  on.  Suppose  they  should  be  sub- 
jected to  a  large  charge,  have  they  much  advantage  at  first  ? 
It  is  to  the  advantage  of  the  party  to  go  into  the  country. 
It  seems  they  hope  to  be  happy  if  they  come  up  together. 
Whom  have  they  to  thank  for  it  ?  They  gave  out  this  sub- 
ject, "  A  change  of  kingdom  or  of  country."  It  is  objected 
to  by  some  who  had  come  because  they  think  it  is  to  thy 
advantage.  They  who  have  come  have  thanked  thee  and 
given  a  dollar  eachj  however,  some  object  to  it.  They 
have  come.  But  few  had  ever  said  it  is  too  high.  They 
already  have  them  at  an  advantage.  How  much  do 
they  owe  thee?  Afl  eye  for  an  eye,  and  a  tooth  for  a 
tooth.  The  subject  itself  is  to  be  given  to  them  on 
Tuesday.  I  think  it  is  common  for  them  to  do  this. 
They  said,  "Awe,  oh,"  or  "aye."    It  has  come  to  this. 


SEVENTH    LESSON. 

CONSONANT   WORD-SIGNS  {concluded). 

76.  Again  we  remind  the  learner  of  the  necessity  of 
memorizing  the  word-signs ;  they  should  be  learned  as 
well  as  the  letters  of  the  alphabet  itself.  They  are  the 
"  backbone  "  of  reporting,  and  he  who  has  not  the  patience 
necessary  to  learn  the  different  lists  may  safely  conclude 
that  he  will  find  his  vocation  lying  in  some  other  direction 
than  that  of  shorthand.  The  following  list  is  to  be  written 
fifty  times,  according  to  directions  under  section  68,  which 
see 


.X-.  those,  thus,  Thee^-iss 

io-,  this  is,  this  has,   them 
V  selves,   Thee'^-sez 

__see,  saw,  S^ 
-J—  so,  say,  6"  2 


SEVENTH   LESSON. 

myself  M^-iss 

C^  himself,  M^-iss 
in,  any,  iV^ 

s^_^  no,  know,  N"^ 


35 


_^_.  us,  use,  S^ 
w2^was,  Z^ 
.Vuse,  Z^ 

is,  his,  tss^ 

__q.,as.  has,  m* 
__^  here,  hear,  her,  J?  ^ 
--v_  our,  hour,  /?' 

hers,  herself,  Ji^-iss 

J^v.  ours,  ourself,  R^-iss 
J^^^  ourselves,  R^  -sez 

me,  my,  M^ 

,cr:k  am,  may,  him,  M^ 
home,  M  3 


own,  iV' 

o 

is  i 

sez 


is  as,  is  his,  his  is,  his  has, 
1 


-Q-  as  has,  as  h-is,  has  his,  ha» 
as,  sez^ 

.0-  first,  steh  « 

wish,  she,  Ish  1 

.J,  shall,  Shalt,  Isk  « 
_^  usual-ly,  Zhay  * 
ZL.   will,  wilt,  Lay^ 
^_^  whole,  Lay^ 

--^  are,  R'^;  or, 
-i::^  are,     Ray  2 
influence,  N'^-iss 


36 


COMPLETE   SHORTHAND   MANUAL. 


thing,  Ing^ 

S^  language,  Ing^ 
^-^  long,  along,  Ing^ 

why,  IVay^ 

_-Jl  way,  Way^ 
p*^  away,  Way^ 


X—  your,  Yay"^ 

b...  yes,  yours,  yourself,  Yav  '^ 

iss 

£)_  yes  sir,  Yay^-sez 
- -7^  holy.  Hay  8 
i— £.now,  N'^-Pet 
s-jt.  new,  knew,  N^-Chet 


REPORTING    PRINCIPLES. 

77.  The  past  tense  may  be  shown  by  d  disjoined,  as  in 
"  objected  ;  "  and  where  the  word  ends  in  s,  by  changing 
iss  into  steh,  as  in  "influenced." 

78.  The  plural  number  or  possessive  case  of  a  noun  may 
be  indicated  by  adding  iss. 

kingdoms  things         dollars         languages  hours 

_         ^         I 

s-^ 


..._^ 

79.    The  small  circle  may  be  added  to  indicate  the  third 
person  singular  of  a  verb  in  the  present  tense. 


nves  comes 


hopes  sees 


thinks 

...L. 


80.    Is,  as,  his,  has,  self,  and  J(s  may  be  joined  to  a  word- 
sign  by  iss. 


SEVENTH   LESSON.  37 

of  his  for  us  it  is  he  has  myself 

:i V. L 9. :::!_„_.. 

81.  In  applying  the  principles  in  sections  70  and  71,  if 
the  word  ends  with  a  circle,  the  circle  must  be  enlarged. 

influence  influences  gives  gives  us 

82.  Selves  may  be  indicated  by  enlarging  the  circle. 

ourselves  yourselves  themselves 

__X .._6 


83.    Enlarging  the  circle  word-signs  is,  his,  as,  has,  adds 
to  these  words  another  circle  word-sign. 

is  as,  his  is  as  has,  has  his 

° Q 


84.  When  a  word-sign  represents  two  or  more  words, 
they  are  usually  of  different  parts  of  speech,  or  have  some 
other  distinguishing  characteristic  which  will  readily  deter- 
mine the  word  to  be  used. 

TO    THE    LEARNER. 

85.  It  is  an  excellent  practice,  when  reading  an  article, 
to  note  the  sign-words,  and  picture  in  the  mind  the  signs  by 
which  the  word  is  represented ;  learn  to  mentally  outline, 
not  only  word-signs,  but  full  outlines.  The  word-signs  must 
be  so  thoroughly  learned  that  they  can  be  written  and  read 
instantly,  and  you  should  apply  yourself,  diligently  and  faith- 

448410 


38 


COMPLETE  SHORTHAND  MANUAL. 


fully y  to  the  mastery  of  this  part  of  the  phonographic  art. 
Do  not  let  any  impatience  or  indolence  prevent  you  from 
giving  to  every  exercise  the  required  amount  of  practice, 
both  in  reading  and  writing. 

86.  The  following  exercise,  with  the  exception  of  the  few 
words  that  are  vocalized,  consists  of  word-signs  only.  Read 
and  copy  the  sentences  ten  times. 


i_r. 


READING   EXERCISE. 


\        o 


_^__1_.. 


-F- 


.>^_ 


^M_Li_._-_^_ 


y_^__i_£__J_,___C_)_lL. 


.-V- 


L 


y  .  .,  o- 


y- 


\,.2....,ys^^. 


zi 


SEVENTH    LESSON. 


39 


.1.?. 


..c. 


— ---t- 


£k-v-:_-i:j!-/-.-(-^-v-,^-  .  \  /r 


L/....(. 


■/■ 


,_^_ _\. 


\ 


L...L/..__rr_-X. 


•  r 


:^__..__-:n_._^__J..._V. 


_\_^. 


-r--^--(S-j>- 


-\- 


y^        U— ^ 


Lc.-^ 


^      ) 


40       COMPLETE  SHORTHAND  MANUAL. 

87.  The  following  writing  exercise  contains  all  the  word- 
signs  in  the  above  list,  together  with  some  in  the  preceding 
lesson.  Words  printed  in  italics  are  not  sign-words,  but  are 
to  be  written  in  full.  Write  the  exercise  again  and  again ; 
and  finally  to  be  written,  from  dictation,  three  times  in  fifteen 
minutes. 

WRITING  EXERCISE. 

He  will  see  those  first  who  come  on  Tuesday.  This  is 
the  whole  thing  in  our  own  language.  I  know  she  ought  to 
see  to  these  things.  Though  it  is  ever  thus,  but  few  think 
it  should  be  so.  They  know  it  themselves,  for  they  saw  it. 
This  has  come  to  stay.  This  has  his  influence,  and  he  will 
use  it  to  her  a^dvantage.  Yes,  I  know  he  said  this  :  "  They 
usually  come  here  on  the  first  of  the  motith."  He  says  he 
will  give  us  the  use  of  his  home  for  an  hour  or  two.  She 
herself  knew  it  was  to  be  given  to  him.  Is  he  to  go  along 
and  hear  her  speak  on  the  subject  which  was  given  a  long 
time  ago  ?  As  I  said  last  Sunday,  I  shall  come  by  myself, 
as  usual.  It  is  ours,  and,  if  they  wish,  will  come  for  it  our- 
selves. His  is  as  large  as  ours.  No,  I  shall  go  home  now, 
anyway.  Am  I  to  go,  or  will  he  go  himself?  If  thou  wilt 
give  him  thy  influence,  he  will  thank  thee  for  it.  It  is  hers, 
and  thou  shalt  give  it  back  to  her  thyself.  Yes,  sir ;  it  is  a 
holy  hour ;  why  do  they  ask  ?  It  is  common  for  them,  like 
ourselves,  to  come  this  way.  May  he  come  and  see  me? 
Your  road  may  be  the  best,  but  my  way  will  take  them  away 
up  high.  His  is  a  new  thing.  They  say  he  will  be  here 
next  Sunday. 

REVIEW  QUESTIONS.  —  Seventh  Lesson. 

I.  How  may  the  past  tense  be  shown  ?  2.  If  the  word  ends 
in  s,  how?  3.  How  is  the  third  person  singular  of  a  verb  in  the 
present  tense  indicated?  4.  How  is  j-^^indicated?  5.  Selves, 
how  ?     6.  What  words  may  be  added  by  a  circle  ? 


EIGHTH   LESSON.  4I 


EIGHTH   LESSON. 

DIFFERENT    METHODS   OF   EXPRESSING 
W  AND  Y. 

88.  As  has  already  been  stated,  each  lesson  presents 
some  new  principle  of  abbreviation,  some  shorter  method 
of  representing  letters,  syllables,  and  words.  In  this  lesson 
is  presented  a  briefer  method  of  representing  w  and  y.  Re- 
member that  each  new  principle  adds  to  the  facility  of 
writing  words  where  such  principle  can  be  applied,  and  at 
the  same  time  gives  material  for  increasing  speed ;  hence 
the  necessity  of  thoroughly  learning  and  applying  these 
principles  is  obvious, 

89.  W  is  expressed  in  three  ways :  by  a  strode,  semi- 
circle, and  a  hook.  The  rules  for  the  use  of  the  stroke 
are  as  follows  :  — 

(a)  When  w  is  the  only  consonant  in  the  word. 
Waugh  woe  woo 

(3)  When  initial  w  is  followed  by  .r,  st,  or  sir. 

wise  ways  west  Wooster  wasp 

V  I 

(^)  When  w  is  preceded  by  an  initial  vowel, 
awoke  awake  Owasco 


42  COMPLETE  SHORTHAND   MANUAL. 

W   REPRESENTED   BY   A   HOOK. 

90.  In  order  to  secure  better  outlines,  and  for  conveni- 
ence in  joining,  w  is  represented  by  a  hook  when  the  next 
consonant  following  w  is  Z  (up  or  down  stroke),  J/,  N,  or 
Ray. 

Edwin  wealth         war      Wimrick  Wednesday  unwell 


91.   The  circle  is  prefixed  to  the  a/-hook  by  writing  it 
distinctly  within  the  hook. 

swallow                swim  swine                  swore 

.(f                   '(T^  ^                       v/ 


92.  The  names  of  the  w-hooks  on  Lay,  M,  N,  Ray  are 
as  follows  :    Wei,  Wem,  Wen,  Wer. 

93.  With  the  m-circle  and  a/- hook :  iss-Wel,  iss-Wem, 
iss-  Wen,  iss-  Wer. 

94.  The  learner  should  copy  the  above  outlines  not  less 
than  twenty-five  times.  Familiarity  with,  and  skill  in  trac- 
ing, every  new  outline  is  absolutely  necessary.  Beginners 
are  in  the  habit  of  writing  the  easy  combinations  the  desig- 
nated number  of  times,  but  "skip"  the  hard  ones;  this  is  not 
as  it  should  be,  but  every  new  outline,  whether  difficult  or 
not,  should  be  written  many  times. 

W    REPRESENTED    BY    SEMI-CIRCLES. 

95.  The  semi-circles,  representing  the  simple  power  of 
w,  are  joined  at  an  angle  to  the  consonant-strokes  and  in- 
variably open  to  the  right  or  left ;  when  opening  to  the 
right  they  are  called  weh,  to  the  left,  wuh. 


EIGHTH    LESSON.  43 

wave         wade      watch         wink       wag 

-i~--J ^-^-^ 

96.    The  semi-circles  and  hooks  are  also  used  between 
strokes. 

unwed  tweak  unwell  unworthy 

.^.......^..._^.^..___....^^. 


97.   The  circle  may  be  prefixed  to  the  brief  signs  by 
writing  it  distinctly  within  the  sign. 

sweet  switch  dissuade  Ipswich 

•1  / 


98.  The  names  of  the  outlines  for  the  words  illustrating 
the  principle  under  section  95  are  as  follows:  we/i-F^, 
weh-D"^,  weh-Chay'^,  wuh-Ing^-K,  wuh-Gay^.  Section  96  : 
N-weh-D'^,  T^-wuh-K,  N'^-zuel,  N'^-wer-Ith.  Section  97  : 
iss-weh-T"^,  iss-weh-Chay'^,  D^-iss-weh-D,  F^-iss-weh-Chay. 

99.  In  the  use  of  the  semi-circles  either  weh  or  wuh 
may  be  used,  according  to  convenience  of  joining. 

100.  The  use  of  the  nomenclature,  or  the  naming  of  the 
outlines,  as  illustrated  above  and  in  the  word-signs,  is  an 
admirable  feature  of  the  Graham  system,  and  the  learner 
is  advised  to  become  familiar  with  it.  Every  shorthand 
character  has  a  name,  and  the  naming  of  the  signs  enables 
us,  as  it  has  been  aptly  termed,  to  "  talk  shorthand."  The 
use  of  this  "  naming  "  enables  the  teacher  to  describe  an 
outline,  to  tell  the  learner  how  to  write  certain  words  or 
phrases  without  putting  the  sign  upon  paper ;  in  the  one 
case  he  gets  a  clear  conception  of  the  outline  to  be  written. 


44  COMPLETE   SHORTHAND   MANUAL. 

through  the  sense  of  hearing,  in  the  other,  through  sight 
The  advantage  of  indicating  outUnes  by  naming  them  can- 
not be  over-estimated. 

THE   Sl'ROKE    FOR   Y. 

101.  The  stroke  for  y  must  be  used  as  follows  :  When  y 
is  the  only  consonant  in  the  word  ;  when  initial  y  is  followed 
by  z'ss  or  s/ek  ;  when  jv  is  preceded  by  an  initial  vowel. 


-^- 


ve  yew  yes  yeast  oyer 


Y    REPRESENTED    BY    SEMI-CIRCLES. 

102.  The  semi-circles  for  y,  representing  the  simple 
power  of  that  letter,  open  upward  and  downward,  and  are 
joined  at  an  angle  to  the  consonant  strokes.  The  sign 
opening  at  the  top  is  called  ye/i,  at  the  bottom  yu/i. 

yoke  yellow  Yates  yam  unyoke 

_.....    ^ r^. il _^____.l...^ 

(a)  The  semi-circle  is  used  not  only  at  the  beginning  ot 
words  but  between  strokes,  as  illustrated  in  "  unyoke." 

(/^)  The  convenience  of  joining  determines  whether  yek 
or  yu/i  is  to  be  used. 

BRIEF    SIGNS    WRITTEN    IN    THE    PLACE    OF   THE   VOWEL. 

103.  A  convenient  method  of  expressing  w  and  y,  with  a 
following  vowel,  is  provided  by  simply  writing  the  brief  sign 
in  the  place  of  the  vowels ;  shading  them  for  the  long  vow- 
els, and  making  them  light  for  the  short  vowels. 


we 

wa 

wah 

c 

c 

..cL 

wi 

we 

wa 

EIGHTH   LESSON.  45 

104.  The  union  of  the  brief  sign  for  w  with  the  following 
vowel  is  illustrated  in  the  table  below ;  the  dot  series  are 
represented  by  the  brief  sign  opening  to  the  right,  the  dash 
series  by  the  sign  opening  to  the  left. 

DOT  GROUP.  DASH  GROUP. 

1  1   i.  .1.  .4.  J_ 

wau     wo     woo 

1.  i.  i. 

w5       wii     w56 

105.  The  union  of  the  brief  sign  for  y  with  a  following 
vowel  is  as  follows :  The  sign  opening  upwards  representing 
the  dot  series,  downward,  the  dash  series. 

DOT  GROUP.  DASH  GROUP. 

1.  _i.  i..  1  .1.  1. 

ye       ya       yah 

.1  i.  J_ 

yi      ye      ya 

106.  The  use  of  the  brief  sign  for  w  and  y  disjoined, 
and  written  in  the  place  of  the  vowels,  is  used  principally 
between  consonants,  where  the  hook,  or  semi-circle,  could 
not  be  joined  to  advantage. 

quick  bequest  twist  lawyer 

^ —     V.        r      c\ 


V^au 

yo 

yoo 

1 

n 

X. 

yo 

yu 

yoo 

46  COMPLETE  SHORTHAND  MANUAL. 


TO   THE    LEARNER. 

107.  The  necessity  of  a  thorough  understanding  of  every 
principle  presented  in  each  advanced  lesson  cannot  be 
urged  too  strongly.  The  experience  of  Charles  Dickens,  as 
given  in  his  own  language  in  "  David  Copperfield,"  will  be 
the  experience  of  every  learner  of  shorthand  who  only  half 
masters  the  principles.  It  will  be  as  impossible  to  make 
satisfactory  progress  in  the  art  without  thoroughly  under- 
standing the  principles  presented  in  each  lesson,  as  it  would 
be  for  a  workman  to  erect  a  building  without  a  suitable 
foundation. 

Do  not  get  the  impression  that  you  are  smarter  than 
others  who  have  learned  shorthand,  and  that  it  will  only  be 
necessary  for  you  to  "  glance  over  the  lessons."  If  you  do 
you  will  be  disappointed,  for  you  will  find  that  you  will  have 
the  work  to  do  over  again,  providing  you  did  not  thoroughly 
master  the  principles  as  they  were  presented.  Take  this 
lesson  as  an  illustration  as  to  what  should  be  done ;  first, 
ask  yourself  the  question  :  "  What  is  the  object  of  this  les- 
son, and  what  does  it  present  ?"  It  presents  the  different 
methods  of  representing  w  and  y,  and  illustrates  the  rules 
where  the  different  methods  are  to  be  used. 

If  you  are  to  write  a  word  in  which  w  must  be  repre- 
sented, find  out  first  if  it  is  to  be  written  with  the  stroke ; 
decide  this  by  reference  to  the  rules  under  section  89.  Is 
it  to  be  represented  by  a  hook  ?  This  will  be  decided  by 
reference  to  section  90.  If  it  is  not  to  be  represented  by  a 
stroke  or  hook,  then  the  brief  sign  must  be  used.  If  a  word 
is  to  be  written  in  which  r  must  be  represented,  apply  the 
rules  for  writing  that   letter ;    decide  this  by  reference  to 


EIGHTH   LESSON.  47 

section  loi ;  if  the  stroke  is  not  used,  then  it  is  to  be  repre- 
sented by  the  semi-circle. 

It  may  be  asked :  "  Must  a  similar  process  be  gone 
through  with  every  time  a  word  is  to  be  written  in  which 
w  and  y  occurs?  "  By  no  means ;  for,  if  the  principles  are 
thoroughly  fixed  in  the  mind,  there  will  be  no  more  hesi- 
tancy as  to  which  method  is  to  be  employed  for  represent- 
ing the  letter  than  there  is  in  deciding,  in  the  common  long- 
hand, when  w  shall  be  written  with  a  capital  letter,  or  that 
we  put  a  period  at  the  end  of  a  declarative  sentence,  or  an 
interrogation  point  at  the  end  of  an  interrogative  sentence ; 
there  is  no  mental  effort  about  it.  So  it  will  be  in  applying 
the  principles  in  shorthand ;  after  they  are  thoroughly  un- 
derstood they  will  be  applied  with  no  thought  or  mental 
effort  as  to  which  method  of  representing  the  letter  is  to  be 
employed.  Say  to  yourself:  "I  will  begin  with  this  very 
lesson,  and  will  not  leave  it  until  I  am  as  familiar  with  the 
principles  presented  as  I  am  with  the  letters  of  the  alpha- 
bet ;  "  let  this  be  your  method  of  practice  with  every  lesson, 
and  success  is  guaranteed. 

108.  The  following  exercise  is  to  be  read  and  copied  ten 
times. 

READING    EXERCISE. 


48 


COMPLETE  SHORTHAND   MANUAL. 


<3 


_^:jc"_..-1_....^- !3'..}±:- 


..€ 


<-  f 


^--V 


C^ 


L s._._/_i Z \ I p /_ J'_ 


J 


/:_. 


-^--1.- 


_L.Z. 


EIGHTH   LESSON.  49 


...v.-k ^ 


109.  The  following  exercise  is  to  be  written,  corrected, 
and  then  rewritten  ^en  times. 

WRITING   EXERCISE. 

Weigh,  awoke,  Owego,  sway,  Wooster,  waist,  wane,  wit, 
weed,  watch,  weaver,  wash,  wig,  switch,  sweet,  Dwight, 
twang,  yore,  quire,  swarthy,  web,  swine,  Yale,  yams,  un- 
weighed,  twig,  youth,  folio,  inquest,  washings,  twain,  wings, 
wealth,  widower,  Webster,  weakness,  Oswego. 

The  following  speed  sentence  is  to  be  written,  from  dicta- 
tion, four  times  in  one  minute.  "  To  study  the  lives  and 
laws  of  the  wise  of  our  own  country  is  the  common  thing  in 
our  day  and  age." 

REVIEW    QUESTIONS.  —  Eighth  Lesson. 

I.  By  what  signs  is  w  expressed  ?  2.  Give  the  rules  for  the 
use  of  the  stroke  for  w.  3.  On  what  four  letters  is  w  expressed 
by  a  hook  ?  4.  How  is  the  circle  prefixed  to  the  «/-hook  ? 
5.  What  are  the  brief  signs  for  w  and_>'?  6.  How  are  they 
joined  ?  7.  How  is  the  circle  prefixed  to  the  brief  signs .'' 
8.  When  is  the  stroke  iox y  used  ?  9.  How  are  w  and^j'  with  a 
following  vowel  expressed?  10.  Where  is  the  brief  sign  for  «/ 
and_>',  disjoined,  principally  used.'' 

4 


so 


COMPLETE  SHORTHAND  MANUAL. 


NINTH  LESSON. 

110.  Directions  for  learning  the  word-signs  will  be  found 
in  section  68,  which  see.  The  following  list  is  to  be  written 
fifty  times. 

W  AND   Y  WORD-SIGNS. 


c 


. we,  with,  weh  ^ 

c..    were,  weh'^ 

—  what,  with  1 
P—    would,  wiih  2 

—  ye,  year,  yeh  ^ 
-L-     yet,  yeh  2 

beyond,  yuh"^ 
'—    you,  yuh  ^ 

while,  we  will,  wel  ^ 


C—  well,  wel^ 

we  are,  wer'^ 

^^-  where,  wer^ 

_/  aware,  loer^ 

we  may,  with  me,  with 

my,  wem  ^ 

;-— ^     with  him,  ivem  ^ 

when,  we  know,  wen  * 

?u^     one,  Tven''^ 


TO    THE    LEARNER. 


111.  You  must  write  well  before  you  attempt  to  write 
rapidly.  Badly  written  shorthand  takes  too  much  time  to 
decipher.  Speed  comes  of  familiarity  with  the  principles, 
and  the  application  of  the  same  in  much  writing.  We  hear 
the  name  of  a  friend,  and  immediately  we  recall  his  features ; 


NINTH   LESSON.  51 

it  is  something  like  this  in  writing  words  in  shorthand,  only 
instead  of  seeing  the  word,  we  hear  it  spoken,  and  immedi- 
ately the  outline  for  that  word  is  presented  to  the  mind,  and 
the  degree  of  facility  with  which  we  trace  the  outline  will 
depend  upon  the  number  of  times  we  have  written  it. 
Words  must  be  written  without  mental  effort  to  recall  the 
sign.  When  this  can  be  done  the  learner  may  write  as  fast 
as  he  can,  and  every  hour's  practice  in  writing  the  outlines 
for  words,  or  signs  for  the  same,  will  increase  his  speed. 

112.   The  following  exercise  is  to  be  read  and  copied  ten 
times. 

READESTG   EXERCISE. 


^__,-i^__L-_L_w-i__±::-/.L.„A.._._i. 


52 


COMPLETE   SHORTHAND   MANUAL. 


.^...:...L.C-.... 


.^„...n. 


.r__.n..__V. 


-^. 


r 


1  ° 


/::-.. 
.[•_.. 


\      N         == 


1 


U. 


C^ 


25_. 


._^. 


: n Z \ 


NINTH  LESSON. 


113.  The  following  exercise  contains  all  the  w  and  y 
word-signs.  To  be  written,  from  dictation,  four  times  in 
fifteen  minutes.     Words  in  italics  are  not  word-signs. 

WRITING   EXERCISE. 

They  are  aware  we  were  with  him  several  times  this  week. 
Well,  while  you  are  with  me  we  will  do  well  by  you ;  do  you 
object  to  this  ?  When  will  you  know  what  they  will  do  ? 
We  know  where  you  will  go  and  what  you  would  have  us  do 
with  the  work.  Do  you  think  it  is  well  for  him  to  go 
beyond  the  city  1  He  has  yet  to  sho^v  us  how  we  will  make 
these  things.  We  will  still  think  well  of  him  if  he  will  do 
the  right  thing.  When  you  spoke  of  all  it  would  do,  he  said 
he  would  go  with  you. 

James  Smith,  New  York.     The  party  for  whom  you  are 


54  COMPLETE   SHORTHAND   MANUAL. 

to  make  the  boxes  says  it  will  be  necessary  to  make  them 
sixteen  inches  long,  twelve  wide,  and  four  deep.  He  also 
asks  if  you  will  wait  on  him  Mr^^  months,  as  he  is  out  of 
money  just  now,  but  will  /o;'  you  by  July  first.  What  answer 
shall  I  give  to  his  request? 


TENTH   LESSON. 

RULES    FOR   UPWARD   AND    DOWNWARD 
L,    R,   AND    SH. 

114.  For  convenience  of  joining  to  other  consonants,  r  is 
represented  by  a  curved  and  straight  stroke,  and  /  and  sh 
are  written  both  upward  and  downward.  The  rules  govern- 
ing the  use  of  these  strokes  are  as  follows  :  — 

(a)  Downward  R  is  used  when  r  is  preceded  by  an 
initial  vowel,  when  r  is  the  last  sound  in  a  word,  and  when 
r  is  initial  and  followed  by  m. 

ark      army        Arp  door        fear         Rome         sore 


{b)   Upward  R  is  used  when  it  is  the  first  letter  in  a 
word,  and  when  it  is  followed  by  a  final  vowel. 

wreck  rag         wrath         rich  Mary        reason        Dora 


{c)    Downward  L  is  used  when  /  is  preceded  by  an  initial 
vowel,  and  when  it  is  the  last  sound  in  the  word. 


TENTH   LESSON.  55 

elk  elm  file  pale        vowel  gale 

(d)  Upward  Z  is  used  when  /  is  the  only  stroke-conso- 
nant in  the  word,  when  it  is  the  first  letter  in  a  word,  and 
when  it  is  followed  by  a  final  vowel. 

sale       lower       lime      valley    pillow      lathe         lap  lobe 


.__r i^h.^.:: 


(e)  Upward  sh  is  used  after  T  and  D,  and  before  and 
after  Lay ;  the  down  stroke  for  s/i  is  used  in  almost  every 
other  case. 

tush  dish  polish         shallow  cash  rash 

(/)  In  the  middle  of  words  use  the  up  or  down  stroke 
for  either  letter,  according  to  convenience. 

(g)  Exceptions  to  the  above  rules  are  when  the  junc- 
tion with  a  preceding  or  following  consonant  would  be 
inconvenient. 

(h)  By  reason  of  the  forward  movement  of  the  pen  in 
writing  the  upward  stroke  for  /  (Lay),  many  reporters  use 
it  instead  of  the  downward  stroke  at  the  end  of  a  word, 
whether  a  vowel  follows  or  not. 

TO   THE   LEARNER. 

115.  The  utmost  familiarity  with  the  rules  given  in  this 
lesson  is  necessary,  to  the  end  that  the  writer  will  not  hesi- 
tate a  single  instant  in  determining  which  stroke  is  to  be 


56 


COMPLETE   SHORTHAND   MANUAL. 


used,  any  more  than  there  is  in  deciding  what  letters  shall 
be  used  in  writing  a  word  in  the  common  longhand. 

The  learner  who  shirks  the  labor  necessary  to  thoroughly 
master  every  rule  and  principle  in  each  lesson,  and  apply 
the  same  in  writing,  may  safely  conclude  that  he  has  not 
the  necessary  qualifications  to  succeed  in  shorthand,  or  any 
other  profession  where  close  application  and  faithful  study 
are  necessary  to  success. 

116.  The  following  exercise  is  to  be  read  and  copied  ten 
times. 

READING   EXERCISE. 


TENTH    LESSON. 


57 


.^....4.....^...,^_:£1__^^ 


^-y-3-t^-M_:2-^v 


/_.__i^__._.^- 


u 


■  ^   .  <r  ^     .    \-X 


■^ 


_-C_L^..__/:^-^_L._-:_-:^vrf^_j_.:__..!^ 


.1_^_^ 


zr...^,_.(_:!^___r„.:._iy.„:__vH 


58       COMPLETE  SHORTHAND  MANUAL. 
1-^  •   1- 


^ 


J 


'        *      y~  •  "b 


117.    The  following  words  are  to  be  written,  corrected, 
then  rewritten  ten  times. 


WRITING   EXERCISE. 

Ark,  Arab,  arm,  earlap,  oar,  armory,  bar,  far,  tear,  shear, 
chore,  four,  shower,  ream,  repay,  rack,  raid,  wrath,  rash, 
relay,  wrong,  rainy,  review,  repack,  write,  rock,  rage,  rosy, 
carry,  story,  steamer,  bureau,  earth,  Mary,  wreath,  rich, 
misery,  gory,  tarry,  notary,  revive,  revenue,  injury,  victory, 
votary,  Azro,  Ruth. 

Elk,  length,  Longly,  Almira,  listen,  alike,  Lang,  lung,  elm, 
fail,  gale,  file,  vessel,  kneel,  rail,  seal,  likeness,  tallow,  slack, 
lame,  laces,  look,  lap,  counsel,  billow,  fellow,  fiUey,  valley, 
wisely,  comely. 

Shawl,  slush,  tissue,  lash,  Shaw,  Nash,  cash,  polish,  sash, 
Jewish,  rash. 

Write,  without  vowels,  the  outlines  of  the  following  words ; 
correct  and  rewrite  five  times.  Engage,  receipt,  Mexico, 
dispose,    rescue,  dialogue,    demagogue,    enigma,    capacity, 


ELEVENTH   LESSON.  59 

music,  officer,  custody,  despatch,  gazette,  affair,  succeed, 
sublime,  exceed,  infect,  barrier,  rebuke,  furrier,  solitary, 
excels,  elbow,  rejoice,  business,  intimacy,  dismal,  female, 
knock,  egotism,  disengage,  damsel,  Tennessee,  epidemic, 
survive,  apology,  enforce,  ramify,  dispose,  poetic. 

The  following  speed  sentence  to  be  written,  from  dicta- 
tion, five  times  in  one  minute:  "Thomas  gives  many 
reasons  why  they  should  abolish  the  law  at  this  season  of 
the  year." 

REVIEW  QUESTIONS.  —  Tknth  Lesson. 

I.  What  are  the  two  strokes  for  r?  2.  Which  one  is  written 
upward,  and  which  downward  ?  3.  What  are  /  and  sh  called 
when  written  upward?  4.  Give  the  rule  for  the  use  of  the 
down-stroke  for  r.  5.  The  up-stroke.  6.  Give  the  rule  for 
the  use  of  the  down-stroke  for  /.  7.  The  up-stroke.  8.  Give 
the  rule  for  the  use  of  the  stroke  for  sh. 


ELEVENTH   LESSON. 
H,   EMP,   PREFIXES    AND   AFFIXES. 

118.  H  is  the  weakest  element  and  one  of  the  most 
frequent  occurring  letters  in  the  English  language.  It 
always  comes  before  a  vowel,  and  in  shorthand  is  repre- 
sented in  four  ways  :  by  a  stroke,  by  a  tick,  by  a  dot,  and 
by  shading  the  w-Yiodk. 

119.  The  rules  for  the  use  of  the  stroke  are  as  follows : 
(a)   When  //  is  the  only  consonant  in  the  word,  or  when 

it  is  preceded  by  an  initial  vowel,  or  followed  by  a  final 
vowel. 


6o  COMPLETE   SHORTHAND   MANUAL. 

hoe  Ohio       Hugh  ahead         Omaha       Mayhew 


(l>)  When  initial  h  is  followed  by  s,  st,  or  sir. 

hoes  hoist  hasten  Hester  hasp 

{c)  When  initial  h  is  followed  by  a  consonant  which  is 
followed  by  a  final  vowel. 

haughty  halo  honey  harrow 

^  J"  y^ 


120.  The  tick  for  h  is  joined  to  a  following  consonant  by 
writing  it,  according  to  convenience,  in  the  direction  of  F, 
Chay,  or  Ray. 

hum    hatch        hug        hill       hath      whey  wheat   whim      whine 


,^____.^..__^...r...._!5_ 


■^     c. 


NoTK.  —  The  method  of  indicating  h  in  such  words  as  whey^ 
li'Jiig,  iv/ntie,  and  similar  words,  corresponds  with  the  pronuncia- 
tion of  those  words,  therefore,  they  are  correctly  represented. 
In  the  common  orthography  such  words  are  written  with  the 
h  after  the  w,  although  the  aspiration  is  before. 

121.  The  //-dot  is  placed  beside  the  vowel,  either  to  the 
left  or  above.  Its  use  is  principally  between  consonant 
strokes. 

adhere  unhung        mahogany       Maheim         inhale 


ELEVENTH   LESSON.  6 1 

122.  The  learner  need  not  necessarily  confine  the  use 
of  the  dot  for  h  between  strokes,  but,  if  more  convenient, 
can  use  it  at  the  beginning  instead  of  the  tick. 

heat  hub  head  hood  hath        heave 

■^ -A.-:l -,,.--..-^...:^.--.- 

123.  The  ze/-hook  on  Lay  and  Ray  is  aspirated  by  shad- 
ing the  hook. 

whale  wheel  wherefore  whereby 

r......:^ .y^ .y\ 


124.  The  advanced  writer  frequently  omits  hy  except  in 
those  cases  where  the  stroke  is  required ;  and  often,  instead 
of  the  dot  or  tick,  he  simply  places  the  vowel  that  follows 
the  h,  making  no  attempt  to  express  aspiration. 

SHADED    M. 

125.  M  may  be  shaded  to  add  p  or  b,  z  combination  of 
consonants  of  quite  frequent  occurrence.  The  name  of  the 
shaded  m  is  Emp  or  E7nl>,  according  as  the  shading  indi- 
cates the  addition  of/  or  b. 

pump  lump         embezzle      embarrass        camp 

„„__.^^  ____^_____^r<l y 


PREFIXES    AND    AFFIXES. 

126.  The  frequently  occurring  syllables  con  and  com  are 
expressed  by  a  light  dot  placed  before  the  remainder  of 
the  word ;    accom,  by  a  heavy  dot. 


62  COMPLETE    SHORTHAND   MANUAL. 

commit       conscious         convey       accompany  accompanist 

1 J k.-„__V_.__\^ 

127.   The  affix  tng  may  be  indicated  by  a  light  dot  placed 
at  the  end  of  a  word ;  tngs,  by  a  heavy  dot. 

taking  making  eating  having  doings 


(«)  When  it  can  be  conveniently  joined,  tngs  is  better 
expressed  with  Ing-iss.  After  iss,  Jng  is  frequently  expressed 
by  the  stroke. 

sayings               facings  passing  rising 
{^ k.^^ 


(J>)  The  /;^<^-dot  cannot  be  used  in  words  of  one  syllable 
which  end  in  ing ;  in  such  words  the  stroke  must  be  used. 

ring  king  sling 


128.  The  affix  ing  and  a  following  the  may  be  expressed 
by  a  disjoined  tick  in  the  direction  oi  F  or  Chay,  choosing 
that  direction  which  is  most  variant  from  the  stroke  with 
which  it  is  to  be  read. 

doing  the        giving  the  having  the         knowing  the 

i -: w -^ 

129.  The  affix  i7ig  and  a  following  a,  an,  or  and  may  be 
expressed  by  a  disjoined  tick  in  the  direction  of  T  or  K ; 
the  direction  chosen  is  that  which  is  most  variant  from  the 
stroke  in  connection  with  which  it  is  to  be  read. 


ELEVENTH   LESSON.  O3 

doing  a  giving  an  making  a         having  and 

130.   The  following  exercise  is  to  be  read  and  copied  ten 

times. 

r'    r     ^ ^ ^_  ^__._'::^__ 


64  COMPLETE  SHORTHAND   MANUAL. 


-L. 


1 


_^. 


1  •  \ 


1 


-3- 


T  \  ■  1.  ^  •    1 


■--h-f- 


._J^_ 


c. 


;? 


V.         ^ 


\.. 


->-- 


ELEVENTH   LESSON.  6$ 


131.  A  good  plan  to  adopt  in  writing  the  single-word 
exercises  is,  to  write  the  proper  shorthand  outline  at  the 
left  of  a  page  of  foolscap  paper,  in  which  case  the  words 
will  appear  in  column.  Hand  to  the  teacher  for  correction, 
and  when  returned  fill  out  the  line,  writing  the  outhne  over 
and  over  again,  endeavoring  each  time  to  gradually  increase 
the  speed  as  well  as  the  general  appearance  of  the  writing. 
This  plan  can  also  be  adopted  in  writing  the  word-signs  the 
designated  number  of  times. 

132.  The  following  words  are  to  be  written,  corrected, 
then  rewritten  fen  times. 

WRITING   EXERCISE. 

Ohio,  haw,  hoy,  Howe,  hiss,  hisses,  Hester,  host,  Lehigh, 
Horace,  hasten,  hug,  health,  hoggish,  help,  helm,  hearse, 
harm,  homesick,  hominy,  whilst,  whine,  whereby,  whack, 
whig,  whiff,  whit,  whiplash. 

Stump,  simple,  ample,  pomp,  encamp,  lamp,  lump,  ex- 
ample, embellish,  vamp,  camp,  empower,  impish,  embody, 
embark. 

Compile,  convey,  compare,  compose,  conceal,  confess, 
contest,  conscious,  consist,  accompany,  lacking,  thinking, 
giving,  feasting,  posting,  musings,  talking,  taking  the,  doing 
the,  jumping,  eating  the,  living  and,  seeking  a,  making  an, 
rising,  doings,  kings,  facing,  sing. 


66  COMPLETE   SHORTHAND  MANUAL. 

Practise  the  following  letter  until  it  can  be  written  from 
dictation, /<72(;r  tifnes  in  five  minutes :  — 

Hugh  Smith,  Cincinnati,  O. 

We  wish  you  would  make  out  your  bill  for  last  month, 
and  we  will  arrange  for  paying  it  by  the  first  oi  July.  We 
hope  our  delay  in  paying  the  sum  due  will  in  no  way  em- 
barrass you.  It  is  our  desire  to  make  up  for  any  loss  the 
delay  may  have  caused  you,  knowing  this  is  the  way  you 
would  do  by  us.  Thanking  you  for  waiting  on  us  so  long, 
we  are.  Yours  sincerely, 

James  &  Huson. 

REVIEW    QUESTIONS.  —  Eleventh  Lesson. 

I.  Before  what  class  of  letters  does  h  always  occur?  2.  How 
many,  and  by  what  signs  is  //  expressed?  3.  Give  the  rules  for 
the  use  of  the  stroke  for  //.     4.   How  is  the  tick  for  h  used? 

5.  Where  is  the  //-dot  placed,  and  where  is  it  principally  used  ? 

6.  M  is  shaded  to  add  what  two  letters  ?  7.  How  are  the  pre- 
fixes con  and  com  indicated?  8.  ^^^^w,  liow  ?  9.  How  may 
the  affix  ing  be  expressed?  10.  Ings,  how?  li.  When  ing 
occurs  in  words  of  one  syllable  how  must  it  be  expressed  ? 
12.  How  is  the  affix  ing  and  a  following  the  indicated?  13.  Ing 
and  a  following  a^  an.  or  and,  how  ? 


TWELFTH   LESSON. 

COXTRACTIOxNS    (FIRST  LIST). 

133.  In  addition  to  word-signs,  which  have  already  been 
explained,  and  four  lists  presented,  every  system  of  short- 
hand has  also  a  list  of  contractions,  —  words  not  written  in 


TWELFTH   LESSON. 


67 


full,  but,  as  the  term  implies,  contracted.  The  former  usu- 
ally consists  of  a  single  stroke  with  or  without  hook,  loop,  or 
circle,  while  the  latter  consists  of  two  or  more  of  the  princi- 
pal consonants  of  the  word,  with  or  without  hook,  loop,  or 
circle.  The  lists  are  made  up  of  words  of  frequent  occur- 
rence, and  words  difficult  of  rendition  in  their  full  form.  The 
Usts  must  be  as  thoroughly  familiarized  as  the  word-signs. 

134.  The  directions  given  for  learning  the  word-signs 
also  apply  to  the  learning  of  the  contractions.  See  sectioi* 
68.     The  following  list  is  to  be  written  fifty  times. 


/C—    acknowledge,  KJ- 

._. anything,  N^-Ing 


_   anywhere,    inquire, 
N^-2ver 


V^^^rrtN   familiar-ity,  F--M 

.V^ forever,  F^-V 

highly,  I  will,  Pet'^-Lay 


impossible,  impossibil- 
ity, Emp^-iss 


r 


important-ance,  Emp^ 

i_  into,  N-T"^ 

onto,  Ret^-Pet 

>         irregular-ity,  R^-Gay 
__!X-    knowledge,  N-/^ 


--} 


become,  B-K 

disadvantage,  D'^-iss-J 

— ^    enough,  N-F'^ 

— -L —   notwithstanding,  N^-T 
intersecting 

-L   nothing,  N-Itk^ 

.\^-  objector,  B"^  R 

-^ peculiar-ity,  P^-K 

^^^—  refer,  Ray^-F 

^^'^yji  referred,  Ray^-FD  dis- 
joined 

^/.Vo_  refers-ence,  Ray^-F-iss 
^/T— ..  regular-ity,  Ray  ^-  Gay 
.^/^\_  represent,  Ray^-P 


68 


COMPLETE  SHORTHAND  MANUAL. 


^>_  improve-ment,  may-be, 

.rr^_  never,  N-V^ 

_J5^_  nevertheless,  yV^-F"  in- 
tersecting 


<S7y^^)i  something,  iss  -M"^-  lug 

N-  whenever,  wen-V^ 

Ci^T-S.  wherever,  wer-V^ 


DERIVATIVES. 

135.  When  a  primitive  word  is  represented  by  a  word- 
sign,  a  derivative  may  be  formed  by  prefixing  or  affixing  to 
the  sign  the  necessary  consonant  or  consonants  to  form  the 
derivative,  joining  them  if  convenient ;  if  not,  they  may  be 
disjoined. 

peculiar  peculiarly  familiar         unfamiliar 


TO   THE   LEARNER. 

136.  It  does  not  take  a  long  time,  comparatively,  to  learn 
the  principles  presented  in  a  lesson  ;  it  is  the  illustrating  the 
principles  in  writing  that  requires  time,  and  this  is  the  real 
xvork  in  learning  shorthand,  and  is  generally  where  the 
learner  fails.  He  does  not  write  enotigh.  He  seems  to 
have  forgotten  the  three  n\\e?,,  practice  /  practice  /  practice  / 
If  you  are  not  writing  the  exercises  the  designated  number 
cf  times,  then  you  should  set  yourself  to  this  task  at  once, 
and  never  leave  a  lesson  until  this  part  of  your  work  has 
been  well  and  faithfully  done.  The  best  teacher  in  the 
world  cannot  help  you  in  this  respect.  The  real  work 
must  be  done  b)'  the  learner  himself  And  this  work,  we 
repeat,  is  practice  !  practice  f  practice  ! 


TWELFTH   LESSON.  69 

137.   The  following  exercise  is  to  be  read  and  copied  ten 
times. 

READING   EXERCISE. 

/-..._-.__s..-v.. zr.|_ 

._?_V_.  L__V _V-.___v_^ [_J / J___^. 

i ^_^  Jo L—j>~P /qz, -/.__v_P. 


70  COMPLETE   SHORTHAND  MANUAL. 

X 


■^■■f 


/  ° 


--N---W-/-i--^|- 


/" 


L. 


_\. 


L..^. 


A  _.p.___/_ L.;__io- Z>. 


i:„,^___..j /„:._k._^ 


^  '^___._i. 


138.  The  following  sentences  contain  all  the  contractions 
in  the  first  list.  The  exercise  is  to  be  practised  until  it  can 
be  written  t/irer  times  in  eighteen  minutes. 


TWELFTH   LESSON.  J I 


WRITING   EXERCISE. 


I  will  acknowledge  it  is  to  his  disadvantage  to  become  too 
familiar  with  them.  This  peculiarity  of  his  is  referred  to 
us.  His  knowledge  is  highly  advantageous,  nevertheless  we 
are  aware  of  his  peculiarity.  We  will  come  whenever  he 
has  anything  to  do  with  them.  The  objector  represented 
you  as  one  who  objected  to  the  object  they  had  in  view. 
He  forever  refers  his  reference  to  us,  but  he  is  too  irregular 
for  us  to  have  anything  to  do  with  him.  We  may  do  some- 
thing with  him  yet,  notwithstanding  he  is  never  regular  in 
what  he  has  to  do.  Well,  while  you  are  with  me  we  will 
represent  something  new;  do  you  object  to  this?  When- 
ever and  wherever  he  goes  it  will  be  with  my  best  wishes. 
If  it  is  your  wish  he  will  come  this  way  now.  It  is  peculiar 
for  them  to  refer  him  to  us  with  such  regularity.  He  was 
referred  to  us  hy  James  Adams,  but  his  reference  was  to  his 
advantage.  He  may  think  he  will  do  the  right  thing.  I  will 
go  anywhere  you  desire  and  inquire  if  he  knows  what  has 
become  of  them.  I  have  become  familiar  enough  with  it 
to  know  something  as  to  it.  If  you  will  go  into  it  you  will 
see  the  peculiarity.  Your  familiarity  with  the  subject  is 
important.  Come  onto  it  and  you  will  see.  It  is  impos- 
sible for  us  to  make  the  important  improvement  in  the  time 
you  state.  His  familiarity  is  something  we  have  never  liked. 
It  is  nothing  of  importance  to  us  if  he  does  go  to  the  city. 
We  think  it  is  an  impossibility  for  one  to  do  these  things. 
Anything  you  may  do  will  never  influence  me  in  my 
knowledge. 

The  following  letter  is  to  be  practised  until  it  can  be  writ- 
ten, from  dictation,  in  one  mimttc  and  thirty  seconds. 


72  COMPLETE  SHORTHAND  MANUAL. 

James  Mason,  Chicago,  Illinois. 

The  package  you  asked  us  to  forward  will  go  by  steamei 
on  Saturday,  and  it  ought  to  reach  you  by  next  Wednesday. 
We  hope  you  will  receive  it  in  time  to  be  of  service  to  the 
party  to  whom  you  refer. 

We  are  just  asking  our  customers  to  pay  all,  or  at  least 
something,  on  the  bills  long  due.  We  have  several  large 
bills  of  our  own  to  pay  on  the  first  of  next  month,  and  if 
you  will  help  us  out  we  will  be  happy  to  have  you  do  so. 

Hoping  we  will  receive  check  by  first  mail,  we  are, 
Yours  sincerely, 

Jackson  &  Thomas. 


THIRTEENTH    LESSON. 

JOINING  WORDS. 

139.  In  shorthand  many  common  words  are  joined  with- 
out taking  the  pen  from  the  paper ;  this  is  called  phrase- 
writing.  Proper  and  judicious  phrase-writing  adds  to  speed 
without  sacrifice  of  legibility,  and  the  learner  should  make 
use  of  this  saving  principle  at  an  early  stage  of  his  practice. 
More  extended  remarks  concerning  phrase-writing  will  be 
given  in  a  subsequent  lesson. 

THE    AND    HE    JOINED. 

In  order  to  join  the  to  a  preceding  word  it  is  necessary  to 
change  the  sign  from  a  dot  to  a  light  tick,  which  is  written 
in  the  direction  of  F,  Chay,  or  Ray ;  he,  although  its  sign  is 
in  the  direction  of  Chay,  when  joined  to  a  preceding  word 


THIRTEENTH   LESSON.  73 

may  also  be  written  in  the  direction  of  F  or  Ray,  according 
to  convenience. 

for  he        do  the      shall  he    may  the    will  he      give  the    but  the 

...V, 1 1. _ ^ ....z:................_ 

(a)  When  it  is  not  convenient  to  afifix  the  to  a  preceding 
word,  it  is  generally  written  with  its  ordinary  sign,  a  dot 
above  the  line ;  however,  when  it  is  joined,  the  word  to 
which  it  is  prefixed  retains  its  position. 

the  way        the  subject       the  most        the  first              the  day 
. ^ A — .-fcp. -1^ Jl- 

{F)  He  may  be  prefixed  to  a  following  word,  but  it 
retains  its  position ;  that  is,  it  is  written  on  the  line  when 
it  begins  a  phrase. 

he  may     he  will         he  shall      he  knows      he  never        he  was 

I  JOINED. 

140.  When  the  sign  for  the  pronoun  /  is  joined  to  a  fol- 
lowing word,  only  one  half  of  the  sign  is  used ;  whether  it 
is  the  first  half,  and  written  in  the  direction  of  P,  or  the 
second  half,  and  written  in  the  direction  of  Chay  or  Ray, 
is  determined  by  the  convenience  of  joining. 

\      I  am  I  had  I  do  I  know       I  think  I  will 

^:::: ^ „„....] - l.J... :il_ 

(a)  /  is  never  affixed  except  when  it  is  attached  to  and; 


74       COMPLETE  SHORTHAND  MANUAL. 

but  when  so  joined  /  must  be  written  in  the  first  position, 
the  same  as  if  it  began  the  phrase. 

and  I  and  I  was       and  I  am        and  I  will  and  I  shall 

._.._: 1 12. r: ..„.z_ 

A,    AN,    AND,    JOINED. 

141.  A,  an,  or  and  may  be  prefixed  to  a  following  word 
by  a  tick  written  in  the  direction  of  T  or  K,  but  the  word 
to  which  it  is  joined  retains  its  position. 

a  day        and  will  and  is  and  as        and  it  a  boy 

.J- r .:_ J ::< 

142.  Phrase-writing  is  not  confined  to  the  joining  of  a, 
an,  and,  he,  the,  or  /,•  the  principle  is  extended  to  the 
joining  of  any  word-sign,  contraction,  or  full  word-form, 
and  the  learner  should,  in  so  far  as  he  can  do  so,  make 
use  of  this  principle  from  now  on. 

{a)  The  first  word  of  a  phrase  is  written  in  its  usual 
position,  the  other  words  following  without  regard  to 
position. 

(/^)  When  the  legibility  of  the  second  word  depends  con- 
siderably on  its  position,  the  word-sign  as,  if  it  is  the  first 
word  in  the  phrase,  may  be  written  out  of  its  position,  adapt- 
ing itself  to  the  position  of  the  word  to  which  it  is  joined. 

(^)  Sometimes  the  first  word  of  a  phrase  may  be  written 
further  from  or  nearer  to  the  line  in  order  to  bring  the 
second  word  into  its  usual  position  also  ;  thus,  in  the  phrase 
*' in  those,"  /;/  is  written  nearer  the  line  than  in  the  phrase 
"  in  these."  As  a  further  illustration,  notice,  in  the  list  of 
phrase-signs,  the  position  of  "I  "  in  "  I  do,"  "  I  had." 


THIRTEENTH   LESSON.  75 

(d)  When  two  or  more  words  are  represented  by  a  sign 
in  the  same  direction,  they  may  be  readily  distinguished 
by  reference  to  the  context. 

143.  The  ticks  are  named  the  same  as  the  dash-vowel 
signs,  Fei,  Tet,  Chef,  Kef,  Ref,  and  theoretically,  are  a  little 
shorter  than  the  dash-signs. 

144.  Inifials  are  represented  with  the  ordinary  shorthand 
letters,  with  the  exception  of  the  consonants  C,  Q,  X,  and 
the  vowels  E  and  U;  these  letters  being  written  as  repre- 
sented below. 

CO  X  E  U 


145.    Proper  names  may  be  indicated   by  placing  the 
underscore  beneath  them. 

Harrison  Jackson  Mason 

— -X^ ^ ^>^.... 


146.  Numbers  are  usually  expressed  with  the  ordinary 
figures,  with  the  exception  of  one,  two,  and  six,  which, 
when  standing  alone,  are  better  written  with  shorthand 
characters. 

147.  Paragraphs  may  be  indicated  by  writing  two 
periods. 

148.  The  Parenthesis  is  indicated  by  a  lengthened  Ifh 
and  S ;  the  two  strokes  are  made  of  at  least  double  length. 

149.  The  following  list  of  phrase-signs  to  be  written 
twenty-five  times. 


^6 


COMPLETE   SHORTHAND   MANUAL. 


PHRASE   SIGNS   (FIRST  LIST). 
....r_—  and  the,  Ket  2-  Chet  .....fc^.„  he  may,  Chet^-M 


..-:] and  a,  Ket"^-  Tet 

.."f. and  is,  and  his,  Ket'^-iss 


JZ.....  he  will.  Pet  ^- Lay 
IZl I  am,  Fet^-M 


..-o and  as,  and  has,  Ket^-iss    _  __\ I  think,  Ret-Ith'^ 

,...yP..^ :is  the,  as  he,  iss-Chet^       1 I  had,  Ret-D^ 


_?i as  to,  issFet^ 

.^ as  to  the,  iss-Fet^ 


..J I  do,  Ret-D"^ 

is  he,  is  the,  iss-Cket^ 

_C_ as  well  as,  iss •  Lay"^ - iss     : is  of,  iss-Fet^ 

A as  much  as,  tss-Chay^-iss  _  in  the,  N-Chet'^ 

._..^ as  if,  m-/^i  I—  into  the,  N-  T^-Ret 

_..St. and  if,  Ket-F'^  — i=\ it  should  be,   T-  -  Ret-B 

_..^.._ and  have,  Ket-V'*' 

.^ Init  the,   Tet'^-Ret 

_.X  — for  the,  F~-Chet 

— .^ —  for  liis,  F-  ■  iss 


^   .._ifhe,  if  the,  F^-Chet 

:.  if  he  may,  F^-Cket-3f 

in  his,  N'^-iss 

.  ?. it  is  said,   T'^-ses-D 


THIRTEENTH    LESSON. 


77 


o{  the,  Pdi^'CA^f 


—   of  a,  Pet^-Ket 


...  or  the,  Tet^-Ret 


on  the,  Ref^-Cket 


_  on  a,  Ret^-Ket 


of  his,  Pet^-iss 


— ^.._ should  be,  Ret'^-B 


.should  do,  Ref'-D 


V to  the,  Pef^-  Chet 

V_. to  a,  Pet « -  Ket 

.JSx to  his,  Pet^-iss 

—. cv^r:^„you  may,  yuh-M^ 


r 


«,    you  will,  _j'wA-Zdry2 


.d...\...  ^o\3i-<N\\\he,yuh-Lay^-B 

A. 

j 


we  think,  weh-Ith^ 


.-we  wish,  •weh-Ish'^ 


-1 

150.  Each  of  the  following  phrases  is  to  be  written  with- 
out taking  off  the  pen.  If  the  learner  has  familiarized  all 
the  word-signs,  contractions,  and  principles,  up  to  and 
including  the  present  lesson,  he  should  be  able  to  write 
any  of  the  following  phrases,  slowly,  perhaps,  at  first,  but 
with  gradually  increasing  speed. 

The  writing  of  the  exercise  is  not  more  especially  for  the 
purpose  of  learning  the  phrase-signs  than  that  the  hand  may 
get  the  required  drill,  —  the  "movement"  necessary  to  be 
able  to  write  with  any  degree  of  speed  and  facility.  The  act 
of  shorthand  writing  may  be  said  to  consist  of  forming  mind- 
pictures,  shorthand  characters  of  the  words  to  be  written, 
and  then  tracing  them  on  the  paper ;  and  the  more  prac- 
tice the  learner  has  in  doing  this,  the  more  rapid  will  be 
his  progress. 

151.  Practise  the  following  phrases  until  they  can  be 
written,  from  dictation,  three  times  in  ten  minutes. 


78  COMPLETE   SHORTHAND   MANUAL. 

And-the,  but-the,  and-have,  as-much-as,  into-the,  and-is, 
I-think,  he-will,  it-should-be,  of-the,  and-the,  he-may,  is-his, 
as-has,  we-wish,  of-his,  should-the,  you-will-do,  in-this,  he- 
may-be,  in-any,  we-will-do,  of-your,  for-they-were,  he-has, 
do-they,  I-am-ready,  I-became,  I-know,  in-your,  as-to,  as- 
to-the,  is-the,  as-the,  in-the-way,  in-which,  it-was,  take-them, 
he-may-think,  are-you,  I-am-going,  so-many,  all-his,  for- 
which,  should-never,  but-he,  but-them,  I-have,  and-I-was, 
and-I-am,  the-way,  but-we,  by-such,  how-many,  in-any-case, 
of-yours,  it-may-be-said,  have-said,  it-makes,  have-this,  do- 
him,  such-as,  with-the,  if-he,  would-never,  would-say,  you- 
may-receive,  by-the-way,  ought-to-be,  long-enough,  you- 
may-write,  for-as-much,  those-days,  we-will-be,  this-period, 
some-way,  think-this,  for-his-advantage,  may-also,  I-know- 
nothing,  may-have,  was-right,  by-such,  some-reason,  have- 
seen,  this-is-the,  this-notice,  it-may-be. 

The  following  letter  is  to  be  practised  until  it  can  be  writ- 
ten three  times  in  five  minutes.  Dashes  between  words 
denote  that  they  are  to  be  joined. 

Jacob  Smith,  Dntuth,  Minnesota. 

What  is-the  carrying  capacity  of-your  vessel  ?  We-desire 
to  ship  ore  by-way  of  Lake  Superior  to  Ashtabula,  Ohio. 
Several  parties  are  writing  us  asking  if  we-will  give-them  our 
custom  on-the  lakes  the  coming  season,  saying,  if  we-will  do- 
so,  they-will-do  well  by  us.  They  all  name  steam  carrying  / 
vessels  for-the  service,  but  we-are  disposed  to  have  sailing 
vessels,  hence  our  inquiry  of-you.  We-are  willing  to  pay 
what  is  right,  and-will  engage-you  if-the-sum  you  name  is-as 
low  as  last  summer.  Hoping  to-receive  an-answer  as  early 
as  next  week,  we-are,  Yours  sincerely, 

Simmons  &  Sampson. 


FOURTEENTH   LESSON.  79 


REVIEW   QUESTIONS.  —  Thirteenth  Lesson. 

I .  What  is  phrase-writing  ?  2.  What  is  gained  by  the  use  of 
phrase-signs?  3.  How  are  the  and  he  affixed  to  a  preceding 
word  ?  4.  What  is  said  about  the  position  of  the  when  it  is  pre- 
fixed to  a  following  word?  5.  Where  is  he  always  written  when 
it  begins  a  phrase  ?  6.  How  is  /  prefixed  to  a  following  word? 
7.  To  what  word  may  /  sometimes  be  affixed?  8.  How  is  a, 
an,  or  fl«^ prefixed  to  a  following  word?  9.  How  are  the  ticks 
named?  10.  What  is  said  about  initials?  11.  Proper  names 
may  be  indicated  how  ?  1 2.  What  three  numbers,  when  stand- 
ing alone,  are  written  in  shorthand?  13.  Paragraphs  may  be 
indicated  how?  14.  In  what  position  is  the  first  word  of  a 
phrase  written? 


FOURTEENTH   LESSON. 

INITIAL   HOOKS    FOR   L  AND   R. 

152.  The  consonant  letters  /  and  r  are  classified  as 
liquids,  because  they  so  readily  coalesce  with  a  preceding 
consonant,  as  illustrated  in  the  words  fly,  glow,  pray,  gray. 
"So  closely  are  they  united,  so  freely  do  the  /  and  r  blend 
with  other  preceding  consonants,  that  the  two  form  a  kind 
of  consonant-diphthong,  and  the  pronunciation  of  the  two 
is  made,  seemingly,  with  but  a  single  effort  of  the  vocal 
organs ;  hence  the  natural  method  employed  to  express 
them,  —  the  modification  of  the  strokes. 

153.  The  modification  of  the  consonant-strokes  for  /  is 
by  a  small  initial  hook  on  the  circle  side  of  the  straight 
strokes,  on  the  inside  of  a  part  of  the  curved  strokes,  and 


80  COMPLETE  SHORTHAND  MANUAL. 

a  large  hook  on  Ray,  M,  and  N.  The  peculiarity  of  the 
initial  hook  is  that  it  is  read  after  the  stroke  to  which 
it  is  attached. 

play         able  day        evil  addle         glow         eagle 

.^ .k ^.. .'^... 


--.f 


154.-  The  following  table  illustrates  the  manner  of  placing 
the  /-hook  to  all  the  consonant-strokes  to  which  that  hook 
is  attached.  Copy  the  table  ten  times,  speaking  the  name 
of  the  outline  at  the  time  of  writing. 

TABLE   OF   THE   L-HOOK. 
PI        Bl         Tl  Dl        Chi  Jl         Kl         Gl  Fl 

..X._A fl__L_^_......Z.....w....-.^..-...L.. 

VI  Thl        THl         Shi         Yl        Ml  Nl  Rl 

_....^.........X;_ ._L J.. C. cr^ C=^ c.^ 

{a')  The  names  of  the  /-hook  are  Pel,  Bel,  Tel,  Del, 
Chel,  etc. 

155.  The  /-hook  on  N,  M,  Ray  is  necessarily  made  large 
in  order  to  distinguish  it  from  the  a/-hook. 

penal  enamel  spiral 

V _^^ v........ 

156.  Ish  has  the  /-hook  at  the  bottom,  is  always  written 

upward,  and  never  stands  alone. 

initial  official  crucial 


FOURTEENTH   LESSON.  8 1 


NAMING  THE  OUTLINES. 


157.  The  learner  is  advised  to  "  keep  well  up  "  in  his 
practice  of  naming  outlines  ;  the  value  of  this  he  will  realize 
later  on.  Illustrations  of  the  "  naming  "  will  be  given  in 
each  subsequent  lesson.  The  following  are  the  names  of 
the  outlines  for  some  of  the  words  in  this  lesson :  Section 
155:  P^-Nel,N^-Mel,F^-Rel.  Section  156  :  iV^^-^"^*?/, 
F^-Shel,  Ker^-Shel. 

{a)  The  figures  in  the  outlines  denote  the  position  in 
which  the  word  is  to  be  written :  i  signifies  that  it  is  to 
be  written  in  the  first  position,  —  that  is,  that  the  first  up  or 
down  stroke  rests  above  the  line ;  2,  that  the  first  up  or 
down  stroke  rests  on  the  line ;  3,  that  it  is  to  be  written 
through  the  line. 

158.  The  modification  of  the  consonant-stroke  for  r  is  by 
a  small  initial  hook  on  the  left  side  of  the  straight  per- 
pendicular and  sloping  strokes,  on  the  under  side  of  K  and 
Gay,  and  on  the  inside  of  the  curved  strokes. 

pray       eater      crow        adder      eager      pry  draw      azure 

■~^-^- ^  \~-^--^--^-~-^ 

159.  The  following  ta'Dle  illustrates  the  manner  of  placing 
the  r-hook  to  all  consonant- strokes  to  which  that  hook  is 
attached.  Copy  the  table  ten  times,  speaking  the  name  of 
the  outline  at  the  time  of  writing. 

Pr         Br  Tr  Dr         Chr  Jr  Kr  Gr 

X.. X J _J z „.z..._...=___. 

Fr  Vr         Thr         THr        Shr         ZHr        Mr  Nr 


82  COMPLETE  SHORTHAND  MANUAL. 

(a)  The  names  of  the  r-hook  and  stroke  are  Per,  Ber, 
Ter,  Der,  Cher,  etc. 

160.  As  the  small  hook  on  F,  V,  Ith,  and  Thee  is  em- 
ployed for  /,  it  is  necessary,  in  order  to  represent  the 
r-hook  on  these  letters,  to  turn  them  over,  or  reverse 
them. 

fry  offer  three  either 


(a)  As  -/?,  IFaj,  S,  and  Z  do  not  take  the  r-hook,  no 
confusion  will  result  from  the  change. 

161.  As  the  small  initial  hook  on  JV  and  M  is  employed 
for  IV,  and  a  large  hook  for  /,  it  will  be  necessary,  in  order 
to  express  r  on  these  letters,  to  shade  the  stroke. 

inner  rumor  banner 


(a)  As  £f//p  and  I/ig  do  not  take  the  r-hook,  no  confu- 
sion will  result  from  the  shading  of  M  and  JV. 

(/>)  The  names  of  the  outlines  for  the  above  illustrative 
words  are  A>r\  Ray^-Mer,  B^-Ner. 

162.  The  learner  should  copy  the  preceding  and  all  suc- 
ceeding tables  ten  times,  or  more,  speaking  the  name  of  the 
outline  at  the  time  of  writing,  until  the  outline  can  be  writ- 
ten both  rapidly  and  well ;  in  this  way  he  becomes  perfectly 
familiar  with  every  new  combination,  the  writing  of  which 
will  be  no  more  difficult  than  the  forming  of  simple 
consonant-strokes. 


FOURTEENTH   LESSON.  83 

VOCALIZATION. 

163.  The  vocalization  of  the  /  and  r-hook  is  as  follows : 
When  the  vowel  precedes  the  stroke  and  hook,  it  is  placed 
before ;  when  it  follows  the  stroke  and  hook,  it  is  placed 
after,  but  always  in  its  proper  position  beside  the  stroke. 

able       play    eater      tree      evil        flee        throw    clay      eagle 

A__.!i._:L__....L_:^ ^    >  ..  ^ 

164.  Occasionally,  to  avoid  inconvenient  outlines,  the  / 
and  r-hooks  are  used,  even  though  a  distinct  vowel  sound 
does  come  between  the  stroke  and  hook ;  in  which  case, 
however,  it  will  be  necessary  to  observe  the  following  rules  : 
A  heavy-dot  vowel  is  made  into  a  circle  and  placed  before 
the  stroke  ;  a  light-dot  \ovie\  is  made  into  a  circle  and  placed 
after ;  a  dash-vowel,  long  or  short,  is  struck  through  the 
stroke  at  the  proper  position. 

dear  dark        near      peerless       germ  core        turkey 

J. '^._^jy:.. A   ^  ^- 

165.  In  some  combinations  it  will  be  necessary  to  retrace 
the  line  to  form  the  hook,  but  even  then  it  will  be  some- 
what indistinctly  formed. 

reply  tiger  cable  ripp>le  chipper      baker 


{a)  The  names  of  the  outlines  for  the  illustrative  words 
under  section  164  are  Der^,  Der^-K,  Ner'^,  Per'^-Lay-iss, 
/er^-M,  Ker'^,  Ter''-K.  Section  165  :  Ray^-Pel,  T^-Ger, 
K-Bel-,  Ray^-Pel,    Chay^-Per,  B^-Ker. 


84 


COMPLETE  SHORTHAND   MANUAL. 


166.   The  following  exercise  is  to  be  read  afid  copied 
ten  times. 

READING    EXERCISE. 


■^--VH -^ 

._.! - ^ 1. 


1 L.. V , 


-V ^' .J 


.A. 


1 


IX    r 


\ 


L    ^ 


\ 


^ V 


-•s - 

..v:'\ .__ 


\ 


.^ 


V- 1-. 


.J^.. 


..k.. 


-3- 


FOURTEENTH  LESSON. 


85 


L 


V 


^. 


X. 


v--^=-^ -■'-- 


T    r 


-A. 


....\i......,....V- 


\ 


-J7_\ 


■■\ 


.r._....^i._i..._'t.y.j_'^:J...j 


86  COMPLETE   SHORTHAND  MANUAL. 


167.  The  following  exercise  is  to  be  written,  corrected, 
then  re-written  ten  times. 

WRITING   EXERCISE. 

Ply,  apply,  plow,  blue,  claw,  clay,  glow,  flee,  flaw,  fly,  ovai, 
pleasure,  fleece,  placed,  tree,  otter,  Troy,  tray,  outer,  dry, 
dray,  acre,  eager,  grow,  fry,  threw,  usher.  Homer,  prize, 
press,  prose,  phrase,  grass,  frost,  thrust,  precise,  dressed, 
crust,  crises,  evils,  places,  bluster. 

Pledge,  plume,  player,  bloom,  clip,  club,  cloudy,  cloak, 
gleam,  brow,  dream,  people,  pickle,  payable,  bushel,  initial, 
panel,  annual,  reply,  freely,  vigor,  tunnel,  rumor,  tinner, 
spiral,  editor,  looker,  sugar,  major,  daughter,  robber,  keeper, 
meager,  ignore,  radical,  coarsely,  display,  nickle,  fall,  form, 
feel,  fool,  partial,  park,  negro,  decree,  lover,  joker,  voyager, 
enable,  dream,  bible,  noble,  cream,  label,  buckle,  fable,  troop, 
crash,  employ. 

The  following  letter  to  be  practised  until  it  can  be  written, 
from,  dictation,  in  one  viijiuie :  — 

We-have-your  favor  of-the  8th,  and  in  reply  wGuld-say 


•         FIFTEENTH   LESSON.  87 

you-may  purchase  for  us,  and  ship  by  railway,  one  barrel 
of  sugar,  two  barrels  of  rice,  four  tubs  of  butter,  one  keg 
of  pickles,  and  twenty-five  boxes  of  pepper.  If,  for  any 
reason,  you-are  unable  to-make-the  purchase,  please  in- 
form us  at  once.  Our  check  for  $86.00  will  go  forward 
by  first  mail  on  Wednesday. 

REVIEW   QUESTIONS.  —  Fourteenth  Lesson, 

I.  On  which  side  of  the  straight  strokes  is  the  /-hook  written? 
2.  How  is  it  made  when  joined  to  M,  N,  and  Rayf  3.  What  is 
the  peculiarity  of  the  initial  hook  ?  4.  What  is  said  about  the 
/-hook  on  Ish  f  5.  On  which  side  of  the  straight  perpendicular 
and  sloping  strokes  is  the  r-hook  written  ?  6.  On  which  side  of 
K  and  Gay  ?  7.  When  the  r-hook  is  prefixed  to  F,  V,  Ith,  and 
Thee,  how  are  the  strokes  turned  ?  8.  What  is  necessary  in 
order  to  write  the  r-hook  on  M  and  Nf  9.  If  a  heavy  dot- 
vowel  occurs  between  the  stroke  and  the  hook,  how  is  it  written.? 
10.  A  dash-vowel,  how? 


FIFTEENTH   LESSON. 


THE    CIRCLE   PREFIXED   TO   THE    L-HOOK. 

168.   The  w-circle  is  prefixed  to  the  /-hook  by  writing  it 
distinctly  within  the  hook, 

settle  supply    satchel  display       peaceful        traceable 


-/-- 


169.   The  following  table  illustrates  the  manner  of  pre- 
fixing the  circle  to  the  /-hook.     Copy  the  table  ten  times. 


88  COMPLETE  SHORTHAND  MANUAL. 

ISS-PEL  TABLE    OF  CONSONANTS. 
sPl  sBl  sTl        sDl         sChl        sjl  sKl        sGl 

_\ X L....I..-/..-/--. =_ 

sFl  sVl         sThl       sTHl       sSHl       sNl         sMl       sRl 

— -ii: ^* X V vZ (^ 6r^__J2^. 

(a)  The  above  outlines  are  named  iss-Pel,  iss-Bel,  iss-Tel, 
iss-Dd,  etc. 

170.  If  a  vowel  precedes  an  iss-Pel  sign,  it  is  to  be  read 
after  the  circle  but  before  the  stroke ;  that  is,  the  circle  is 
the  first  thing  read. 

sable  saddle  sickly  civilly 

.A .|: b :^ 

171.  When  written  between  strokes,  the  hook,  with  the 
circle,  cannot  be  distinctly  formed. 

crucible  explore  taxable 

-v---^"---b^ 

172.  As  the  simple  m-circle  is  always  turned  on  the  right 
side  of  straight  perpendicular  and  sloping  strokes,  and  on 
the  upper  of  K  and  Gay,  by  turning  the  circle  on  the  r-hook 
side  it  is  made  to  represent  both  the  circle  and  the  hook. 
The  m-circle  is  prefixed  to  the  r-hook  on  a  curve  by  writ- 
ing it  distinctly  within  the  hook. 

stray       cider      spray      seeker       straw       suffer       sinner  summer 

...J:._^.l._.>.....J::-..-Jl...:^.-....v....,^. 


FIFTEENTH   LESSON.  89 

(a)  Instead  of  writing  the  circle  on  the  inside  of  the 
r-hook  in  some  outlines,  as  in  "suffer"  (Jss-Fer),  and 
"summer"  {iss-Mer),  it  may  be  easier  for  some  to  use 
the  full  stroke ;   thus,  iss-F^-R,  iss-M'^-Ray. 

173.  The  following  table  illustrates  the  manner  of  pre- 
fixing the  circle  to  the  r-hook.     Copy  the  table  ten  times. 

ISS-PER  TABLE   OF   CONSONANTS. 
sPr  sBr         sTr       sDr        sChr         sjr  sKr        sGr 

-!\ X....1.....]......Z..._.Z.._._.__. 

sFr  sVr        sThr      sTHr      sShr        sZhr  sMr        sNr 

{d)  The  above  outlines  are  named  iss-Fer,  iss-Ber,  iss- 
Ter,  iss-Der,  etc. 

174.  Making  an  r-hook,  on  straight  strokes,  into  a  large 
circle  prefixes  two  s  sounds.  Making  an  initial  r-hook  into 
a  small  loop  prefixes  st. 

sister  disaster         stopper  stager  stagger 


1  ,•         ,=^ 


./_ 


{a)  The  loop  on  the  r-hook  side  is  seldom  used  in  prac- 
tical writing. 

175.  Between  strokes  the  m-circle  and  hook  is  distinctly 
formed,  writing  iss  within  the  r-hook ;  however,  when  a 
straight  stroke  is  preceded  by  another  straight  stroke,  in 
the  same  direction,  it  may  be  expressed  by  turning  it  on 
the  r-hook  side,  as  in  prosper  and  destroy. 
extreme         pastry  extra  designer      prosper  destroy 


90  COMPLETE  SHORTHAND  MANUAL. 

176.  When  iss-Ker  and  iss-  Ger  are  preceded  by  F,  B, 
T,  or  D,  the  circle  is  turned  on  the  right  side.  Advanced 
writers  seldom  express  the  r,  omitting  it  entirely,  as  in 
describe. 

prescribe  subscribe  disgrace  describe 


.Ao^^ U-B JL. - 


{a)  The  names  of  the  outlines  for  the  illustrative  words 
under  section  175  are  K-iss-Ter^-M,  F^-tss-Ter,  K-iss- 
Ter^,  D-iss'^-Ner,  Fer^-iss-Per.  Section  176:  Fer^-iss~ 
Ker-B,  iss-B^-iss-Ker-B,  D-iss^-Gef-iss,  D-iss^-K-B. 

(Ji)  In  subsequent  lessons  the  term  "  nomenclature  "  will 
be  used  to  designate  the  names  of  the  outlines  for  the  illus- 
trative words. 

TO    THE    LEARNER. 

177.  You  were  told  in  the  first  lesson  to  thoroughly 
familiarize  the  alphabet,  and  that  the  time  spent  in  the 
practice  necessary  to  write  seventy-five  letters  a  minute 
would  be  profitably  employed.  The  alphabet  is  like  the 
foundation  of  a  house ;  upon  that  everything  is  built. 
Whatever  the  abbreviating  principle  may  be,  whether  a 
circle,  loop,  or  hook,  it  is  attached  to  the  same  old  alphabet 
that  you  learned  in  the  first  lesson.  You  will  now  readily 
understand  the  necessity  of  being  able  to  write  quickly  any- 
new  combination  or  modification  of  the  consonant  strokes. 
This  is  the  material  with  which  we  build  up  shorthand.  We 
may  know  and  be  able  to  tell  how  to  make  use  of  the  ma- 
terial, but  this  is  quite  a  different  thing  from  putting  into 
practice  what  we  know.  There  must  be  no  slighting  of  the 
amount  of  writing  to  be  done.  Copy  every  table  and  exer- 
cise the  designated  number  of  times.     Following  the  direc- 


FIFTEENTH   LESSON.  9 1 

tions  given  in  each  lesson  will  make  success  certain.  Learn 
the  principles  thoroughly.  Do  not  slight  any  part  of  your 
work.  Do  not  get  discouraged,  but  work  away.  What 
thousands  of  others  have  done,  even  without  a  teacher,  you 
can  do.    Do  not  forget  the  three  rules  :  practice  !  practice  !  / 

PRACTICE  ! ! ! 

178.    The  following  exercise  is  to  be  read  and  copied 
ten  times. 

READING   EXERCISE. 


■^-^-f-i--V--^--\--\- 

L  •    \,      .1'    T      !^  ^    ^ 


'<r^ 


(Sr^. 


- 


92  COMPLETE   SHORTHAND   MANUAL. 


_^1 £. 


-^- 


..^._L_:.._.^...___£-.____'S^__.__N^.. 


~>— 


_.V-^--Orr...._v....L._..L.J_...4-/-I 


.<c^. 


V 


\^ 


■^__XS-.\^-±-l 


1.....^. 


."l. 


.•/..__;_. 


_:^_..v,. 


■->■- 


;.„.5:-„_^_ 


V 


_j. 


^ 


.^_ 


FIFTEENTH  LESSON.  93 


->-• 


I.  ./_...->,..  v^__r. _  ...:^ ... -__^^..:... 


179.  The  following  exercise  is  to  be  written,  corrected, 
then  re-written  ten  times. 

WRITING   EXERCISE. 

Settle,  sable,  cycle,  sickly,  passable,  feasible,  visible,  dis- 
play, physical,  unsocial,  briskly,  noticeable,  explore,  spry, 
sober,  spruce,  cedar,  stress,  stray,  distress,  prosper,  outstrip, 
destroy,  extra,  spring,  tapestry,  extreme,  listener,  sooner, 
smoker,  slavery,  sobriety. 

Stable,  stickle,  stripper,  stretcher,  striker,  strap,  scribe, 
scream,  scrape,  fulfill,  playfully,  creeper,  drapery,  trouble, 
trifle,  crusher,  pressure,  blacker,  flavor,  flicker,  trickle, 
travel,  overflow,  bleacher,  broker,  designer,  orchestra, 
struggle,  journey,  purchase. 

The  month  of  August  is  usually  extremely  warm.  We- 
will  oblige  him  to  bring-the  black  cloth  and-place  it  on-the 
table    for-the   preacher.     Nothing   so    soon   overthrows   a 


•  94  COMPLETE   SHORTHAND   MANUAL. 

Strong  head  as  strong  liquor.  Judge  Jackson  refused  to 
hear-the  plea  of-the  humble  prisoner.  Civilized  people 
desire  peaceful  times,  as  war  brings  misery,  suffering,  and- 
distress.  I-hope  you-will  bring  some  paper  when  you  come 
to  supper. 

The  following  letter  is  to  be  practiced  until  it  can  be 
written  from  dictation  three  times  in  six  minutes, 
fames  Jackson,  Rome,  N.  Y. 

We  would  be  pleased  to  have  you  take-the  agency,  in 
your  city,  for  our  crackers.  We-are  having  large  sales, 
owing,  we  presume,  to-the  superior  quality  of  what  we- 
have  to  sell.  Our  baker  is  one  of-the  best  in-the  country, 
and-we  never  have  any  trouble  in  disposing  of  anything 
we  place  on-the  market.  Should-you  feel  disposed  to 
take-the  agency,  we-will  make-you  terms  which  will-be 
to-your  advantage.  We-will  advertise  you  in-your  vicin- 
ity and-do  all  in  our  power  to  enable  you  to-make  large 
sales.  Hoping  you-will-be  able  to  give  us  a  favorable 
reply,  we  remain, 

Yours  sincerely, 

Carter  &  Tracy. 

REVIEW    QUESTIONS.  —  Fifteenth  Lesson. 

1.  How  is  the  /j-j--circle  prefixed  to  the  /-hook?  2.  If  the 
r-hook  is  made  into  a  circle  what  letter  is  prefixed?  3,  How  is 
iss  prefixed  to  an  ;--hook  on  a  curved  stroke  ?  4.  Making  the 
r-hook  on  straight  strokes  into  a  large  circle  prefixes  what  two 
sounds?  5,  Into  a  small  loop,  what  two  sounds?  6.  What  is 
said  about  the  j/-loop  on  the  r-hook  side?  7  How  are  the 
circle  and  the  r-hook  formed  between  strokes?  8.  When  iss-kef 
and  iss-ger  are  preceded  by  P,  B,  T,  or  D,  how  is  the  circle 
turned  ? 


SIXTEENTH    LESSON.  95 

SIXTEENTH   LESSON. 

BACK   HOOK.— ENLARGING   OF   L  AND    R   HOOK. 

180.  The  syllables  in,  en,  or  un,  when  followed  by  any 
of  the  straight-line  s-Per  signs,  can  be  expressed  by  a  back 
hook,  called  the  i«-hook. 

instructor  inscribe  ensober  unstrung 

(rt!)  The  m-hook  may  also  be  used  on  the  curved  strokes 
Lay,  R,  M,  and  Way.  Occasionally  it  is  convenient  to  use 
the  in-\\o6k  in  connection  with  the  ^--circle  on  the  /-hook. 

enslave  unseemly     unswayable      unsettle  uncivil 

.__^_..._...tf......^ £ ;^._. 


--\ 


ENLARGING   THE    INITIAL   HOOKS. 

181.  There  are  quite  a  large  number  of  words  in  which 
the  liquids  /  and  r  unite  with  another  consonant  without 
an  intervening  vowel,  or  with  only  an  indistinct  one,  and 
the  expressing  of  the  three  consonants  by  one  movement 
of  the  pen  is  done  by  enlarging  the  r-hook  to  add  /,  and 
/-hook  to  add  r. 

April  abler  trifler  sideral        bachelor 

.....\ .V.....J1...J..., 


-:>■ 


96  COMPLETE  SHORTHAND  MANUAL. 

NOMENCLATURE. 

Section  i8o:  in-iss-Ter^-K-Ter,  in-iss-Ker-B^,  in-iss- 
Ber.  Section  i8o  {a)  :  in-iss^-Lay-Vy  in-iss-M^-Lay, 
tn-tss-Way^-Bel,  in-iss-Tel^y  in-iss-Vel'^.  Section  i8i  : 
Frel\  Bler^,  Ter'^-Fler,  iss-Drei^,  B^-Chler. 

(a)  When  a  vowel  is  placed  qf/er  a  consonant-stroke 
with  an  enlarged  initial-hook,  it  is  to  be  read  between  the 
/  and  the  r. 

{b)  The  names  of  the  enlarged  hooks  are  Prel,  Pler^ 
Kler,  etc. 

REMARKS. 

182.  Thus  far  the  learner  has  been  instructed  to  insert 
all  the  vowels  in  the  writing  exercise.  By  this  time  he 
should  be  able  to  place,  without  hesitation,  any  vowel  or 
vowels  of  a  word.  From  now  on  he  should  begin  to  write 
many  words  without  the  vowels ;  that  is,  the  outline  only  of 
a  word.  To  read  unvocalized  shorthand  is  not  a  difficult 
task.  That  words  are  easily  decipherable  without  the  vow- 
els can  be  verified  by  writing  several  sentences  in  longhand, 
leaving  out  the  vowels  ;  then  see  how  easily  the  sentences 
can  be  read. 

In  the  practice  of  shorthand  the  writer  dispenses  with  the 
use  of  the  vowels  almost  entirely,  not  one  vowel  in  a  hun- 
dred being  inserted.  Writing  the  outline  above,  on,  or 
through  the  line,  according  to  the  position  of  the  vowel, 
or  the  accented  vowel  if  the  word  has  more  than  one  vowel, 
is  generally  sufficient  to  determine  what  the  word  is ;  if  it 
is  not,  then  one  or  more  vowels  must  be  inserted.  It  is 
optional  with  the  writer  whether  he  vocalize  fully,  partially, 
or  not  at  all ;  all  will  depend  upon  his  ability  to  read 
unvocalized  outlines. 


SIXTEENTH   LESSON.  97 

The  necessity  of  learning  to  read  unvocalized  shorthand 
is  obvious  from  the  fact  that  it  is  an  impossibility  for  a 
writer  to  report  even  an  ordinary  speaker  and  insert  all  the 
vowels;  therefore  you  should  begin  to  read  from  outlines 
only,  —  from  the  general  appearance  of  the  shorthand  char- 
acters, the  same  as  we  read  words  in  the  ordinary  print. 
We  don't  stop  to  spell  out  the  word,  but  as  soon  as  the 
eye  rests  upon  certain  combinations  of  letters  we  say  it  is 
such  a  word  ;  another  combination  of  letters,  another  word. 
So  in  shorthand :  we  do  not  stop  to  spell  out  the  outline, 
only  occasionally,  but  read  it  from  its  general  appearance ; 
and  this  practice  of  writing  and  reading  must  be  continued 
until  the  writer  is  familiar  with  the  majority  of  outlines  of 
words  in  any  matter  he  may  be  called  upon  to  report. 

183.  The  following  exercise  is  to  be  read  and  copied 
ten  times. 


READING   EXERCISE. 


J^ 


^r-r 


-^-.'^-...-<^-.-r......':zi..{...."^_..t::rf 

:.-.I..l....^._..^..L...^ 


\  

•\      /  ~  c 


98       COMPLETE  SHORTHAND  MANUAL, 


.■^. 


^ 


184.  The  following  exercise  is  to  be  written,  corrected, 
and  then  rewritten  ^en  times. 

WRITING   EXERCISE. 

Insecure,  inscribe,  insuperable,  inspire,  unstrung,  unsur- 
mised,  unsolvable,  unsalable,  unsvvayable,  enslave,  abler, 
control,  editorial,  dabbler,  trav^eler,  mackerel,  liberal,  pas- 
toral, secular,  scholar,  fuller,  settler,  tolerable. 

SPEED    SENTENCE. 

The  following  sentence  is  to  be  written  six  times  in  two 
minutes  :  "  I-write-you  in-these  funny  characters  to  say  I-am 
to-be  instructor  in-the  Clark  Business  College  in  April." 

REVIEW    QUESTIONS.  —  Sixteenth  Lesson. 

I.  What  three  syllables  are  indicated  by  the  back  hook.'' 
2.  What  is  the  name  of  the  back  hook  ?  3.  On  what  three 
curved  strokes  is  it  written  ?  4.  Enlarging  the  /-hook  adds 
what  letter?     5.  Enlarging  the  r-hook  adds  what  letter? 


SEVENTEENTH  LESSON. 


99 


0    . 


W/ 


SEVENTEENTH   LESSON. 


INITIAL  HOOK  WORD-SIGNS. 

185.  Inducing  the  student  to  familiarize  the  word-signs 
and  contractions  is  one  of  the  most  difficult  experiences  of 
the  shorthand  teacher.  Word-signs  and  contractions  are  the 
rapid  writer's  most  powerful  ally.  Constant  repetition  alone 
can  secure  command  of  what  is  found  to  be  the  bulk  of  all 
shorthand  writing. 

186.  The  following  list  of  word- signs  is  to  be  written 
^ty  times. 


^^ 


-Sc  able,  Bel't 

\ 

belong,  Bel^ 

-X  believe,  Bel"^ 

-i-  tell,  till,  it  will,  7>/2 

-\-  at  all,  until,  Tel^ 

-\-  at  least,   Tel^-steh 

^-  which   will,  Chel'^ 

—  call,  equal-ly,  Kel^ 

s=^  difficult-y,  ATen 


-L.  full-y,  Fen 
f  _  value,  Vei* 
_C.  they  will,  Tkf/^ 
proper,  /Vr* 


\ 


principle-ly,  /Vr' 


■?\-     practice,   practical-ly 

iS>     express,   surprise, 
isS'Fer^'iss 

_:i^     people,  Pel* 
_J_     through,  TTier* 


lOO 


COMPLETE  SHORTHAND  MANUAL. 


._\  member,  remember,  Ber  ^ 

S5s^  number,  brother,  Ber^ 

._L.  truth,   7>r2 

1 

„'.  doctor,  Der"^ 

„L.  dear,  Der"^ 

.\.  during,  Der^ 

c— z  care,  Ker"^ 

--^  from,  Ffr^ 

over,  Ver^ 

— *  every,  very,  Ver"^ 

-^\-  favor,  Ver^ 


-.-     either,  THer'^ 

-  i—    their,  there,  they  are, 
THer-^ 

-')-  other,  THer^ 
.-Z.  sure-ly,  Sker^ 
-/..     pleasure,  Zher"^ 

Mr.,  mere,  remark,  Mer ' 

L  Mrs.,  M  iss-S^ 

near,  nor,  A^er'^ 

S;.^  manner,  Mer^ 
<rTS    more,   Mer  * 

—  Messrs.,  Hf^-iss-R-iss 


(<z)  Derivatives  are  formed  from  the  above  list  of  word- 
signs,  or  any  subsequent  list,  in  accordance  with  the  rules 
in  section  135. 

INITIAL-HOOK   REPORTING   PRINCIPLES. 

187.  The  initial-hooks,  in  addition  to  their  being  used 
for  the  letters  /  and  r,  are  also  used  to  represent  words,  as 
illustrated  below. 

(a)  All  and  will  may  be  added  by  an  /-hook  to  any  con- 
sonant or  vowel  word-sign,  and  to  the  horizontal  a;z^-tick. 


SEVENTEENTH    LESSON.  lOI 

for  all  by  all  in  all  to  all        and  all  and  will 

L  _ ^. ... .  :r:..... ....... ...^... ..__. 


{b)  All  and  will  may  also  be  added  to  any  full  length 
r-hook  sign  by  enlarging  the  hook. 

from  all  they  are  all  through  all 

.......!>. .A 3 

188.  Are  and  our  may  be  added  by  an  r-hook  to  any 
consonant  or  vowel  word-sign,  and  to  the  horizontal  and- 
tick. 

who  are      by  our  and  are         and  our       which  are 

\ ^ / 

(a)  Are  and  our  may  also  be  added  to  any  full  length 
/-hook  sign  by  enlarging  the  hook. 

for  all  are  at  all  our  value  our 

-^ "-P- 1- 


(^)  To  those  signs  to  which  the  r-hook  is  added  for  are 
and  our  the  small  circle  may  be  added  for  self,  the  large 
circle  for  selves. 

by  ourself  by  ourselves  to  ourself  to  ourselves 

____^^^'^ ^ _cvo 5X5._.__ 

189.  The  following  exercise  is  to  be  read  and  written 
ten  times. 


I02  COMPLETE   SHORTHAND   MANUAL. 

READING   EXERCISE. 

..L_...Xf....._....i:^. _"^.._..s..., 


_,^....!:r...'j....:...]:....r....I/„...:....Ci..) 


SEVENTEENTH   LESSON.  IO3 

_:._l.i::r./..^..^_.........._.x-----':?--. 

.^..(:._\..:^.._.c_.r:.y...A..__,i:i.._L. 
.j...^...X-<rl.-:.....^./_ 


I04  COMPLETE   SHORTHAND   MANUAL. 

190.  The  following  exercise  contains  all  the  word-signs 
in  the  initial-hook  list.  Words  printed  in  italics  are  not 
word-signs.  Words  with  a  dash  between  them  are  to  be 
joined.  Practice  writing  the  exercise  until  it  can  be  writ- 
ten, from  dictation,  twice  in  eleven  minutes. 

WRITING   EXERCISE. 

Until  they  call  it-will-be  difficult  for  us  to  do  anything 
for-them.  It-was  a  surprise  to  us  to  hear-the  remark  of  the 
principal  member  of-the  firm.  They-will  surely  be  able  to 
give  us  much  pleasure  if-they  come  near  us  on  their  way  to 
Nebraska.  We  believe  it  belongs  to-the  people  who  came 
on  Sunday.  It-was  practically  impossible.  He  took  up-the 
subject  in  a-practical  manner;  at  least,  we-think  so.  We- 
are  convinced  of-the  practicability  of  his  device.  The  truth 
is,  they  are  very  sure  to  come  over  this  way  or-the  other, 
and  when-they-do  they-will-be  very  near  us.  We-think  it- 
will-be  practicable  From  what  wsis-said,  I-am-sure  he  nor 
she  knew  anything  of-the  subject.  The  doctor  says  the 
proper  thing  for-him  to  do  is  to  practice  his  exercise  tnany 
times.  They  were  very  dear  to  each  other,  and-for-this 
reason  he-will  care  for-him  during  his  stay  in-the  cit}'.  I-am 
aware  of-the  truth  of  his  remark.  They-will  hear  more  from- 
him  next  JVedncsday.  Mr.  Smith  remarked  :  *'  We  remem- 
ber-the  number  very  well."  They-are  fully  aware  of-the 
value  of  his  services.  Of-the  three  difficult  things,  which 
one  will  you  do?  Till  he  places  a  value  on  it  there-are- 
ma?iy  who  will-think  it  has  no  value  at  all.  Either  she  or 
he  has  full  pdocr  to  do  these-things.  Every  one  of-them  is 
equal  to-the  task.  You-may  tell-them  it-is  through  their 
influence  we  give  away  these  things.  Truth  and  honesty 
are-sure  \o-7-eceive  favor  dX-last.     All  proper  promises  are 


EIGHTEENTH    LESSON.  10$ 

supposed  to-be  free  from  error.  For  all  we  know,  they-will 
be  here  this  week.  He-will  place  a  frame  over-the  bush. 
And  all  may-come  this  way  if-they  wish.  They-are  insepa- 
rable, so  many  of-the  people  think.  He-may  inscribe  his 
.name  on-the  roll  during-the  month  of  August.  She  is  sure 
X.o-make-\h&  purchase  during-the  sununer.  Mr.  and  Mrs. 
Smith  will- call  during-the  month  of  April. 


EIGHTEENTH    LESSON. 
FINAL   HOOKS    FOR   F,   V,   AND    N. 

191.  A  small  final  hook  subserves  the  useful  purpose  of 
adding  the  letters  f,  v,  and  n.  Writing  the  hook  on  the 
circle  side  of  any  straight  stroke  represents  /  and  v,  and  is 
called  the  /-hook.  • 

puff        deaf  rove  brave        chief       thief     they  have 

192.  The  following  table  illustrates  the  manner  of  affix- 
ing the  _/-hook  to  all  the  consonant  strokes  to  which  that 
hook  is  attached.  Copy  the  table  teji  times,  speaking  the 
name  of  the  outline  at  the  time  of  writing. 

Pf  Bf  Tf  Df  Chf  Jf 

.-_\ \, L L_,._../.._.__./._.. 

Kf  Gf  Rf  Hf  Thf  THf 

...^_ ^...„/f._..._Z..._J. ( 


I06  COMPLETE   SHORTHAND   MANUAL. 

(a)  The  names  of  the /-hook  with  the  consonant  strokes 
are  I'e/,  Be/,  Tef,  Def,  etc. 

{b)  A  long  hook,  made  hke  an  unclosed  ster  loop,  may 
be  written  on  Ith  for  "  thief,"  and  on  Thee  for  the  phrase 
"they  have,"  as  illustrated  above. 

193.  Writing  the  hook  on  the  le/i  side  of  straight  perpen- 
dicular and  sloping  strokes,  and  the  lower  side  of  K,  Gay, 
Ray,  and  on  the  inside  of  any  curved  stroke,  represents  n. 

pine       cone        line        shine    mean    run  fan        gain       tone 


194.  The  following  table  illustrates  the  manner  of  affixing 
the  «-hook  to  consonant  strokes.     Copy  the  plate  ten  times. 

Pn   Bn   Tn   Dn  Chn   Jn   .Kn   Gn   Fn   Vn  Thn 

..^.__A-__L_J___Z__Z___-._^__v._..L._.X._. 

Tlln      Sn         Zn        Slin     Zhn  Ln       Rn        Mn       Nn     Hn 

(«)  The  names  of  the  ?z-hook  with  the  consonant  strokes 
are  Pen,  Ben,  Ten,  etc. 

195.  If/,  V,  or  ;;  is  followed  by  a  final  vowel,  the  stroke 
and  not  the  hook  must  be  used ;  an  additional  syllable  calls 
for  an  additional  stroke. 

puffy  bevy  tiny  money  Fanny 


196.    The  hooks  for  /,  v,  and  n  are  used  between  conso- 
nant strokes  as  well  as  at  the  end  of  single  strokes. 


EIGHTEENTH   LESSON.  lO/ 

bravery  cover  plainer  French  finer 


197.  An  j-circle  is  added  to  an  /-hook,  or  an  «-hook  on 
a  curve,  by  turning  the  circle  distinctly  within  the  hook. 

puffs  skiffs  cbiiefs         mines  fans  loans 

NOMENCLATURE. 

Section  195  :  F^-F,B^-V,  T^-N,M^-N,  F*-N.  Sec- 
tion 196  :  BreP-Ray,Kef^-Ray,  Plen'^-R,  Fren^-Chay, 
Fen^-R.  Section  197  :  Fe/^-iss,  iss-Kef^-iss,  Che/^-iss, 
Men^-iss,  Fen^-iss. 

198.  Making  an  «-hook,  on  a  straight  stroke,  into  a  circle, 
adds  s ;  into  a  large  circle,  fwo  s  sounds. 

pens        tones    chains         cans     rains    glances    princes  chances 

199.  Making  an  «-hook,  on  a  straight  stroke,  into  a 
small  loop,  adds  sf;  into  a  large  loop,  sfr. 

glanced        condensed         bounced  chanced  punster 

-^ J:..._....V ^--..-^^._.. 

200.  There  are  a  few  words  conveniently  written  with  the 
«-hook  and  circle  between  the  strokes,  but  when  so  written 
both  must  be  distinctly  formed. 

ransom  Spencer  lonesome  ransack 


I08  COMPLETE   SHORTHAND   MANUAL. 

NOMENCLATURE. 

Ren  '  -  iss  -  M,  t'ss  -Pen  *  -  iss  -R,  Len  *  -  iss  -  M,  Ren  ^  ■  iss  -  M. 

\  TO  THE  LEARNER. 

\ 

201.  In  writing  shorthand  if  the  word  to  be  written  is  not 

represented  by  a  word-sign  or  contraction,  then  it  must  be 
written  with  the  full  outline.  In  doing  this,  however,  due 
care  should  be  taken  to  write  the  word  with  the  outline  that 
can  be  most  easily  and  quickly  written,  and  that,  at  the  same 
time,  is  most  suggestive  of  the  word  for  which  the  outline 
stands.  The  briefer  sound  for  a  letter  is  supposed  to  be 
used,  that  is,  the  circle  for  j  instead  of  the  stroke,  the  hook 
for  /  and  r  instead  of  the  full  stem,  and  so  of  /,  v,  and  n. 
It  should  be  borne  in  mind,  however,  that  these  -saving 
principles  are  not  invariably  employed,  but  judgment  must 
be  used  and  due  attention  given  to  angles,  analogy, 'syllabi- 
cation, etc.  Go  about  the  work  of  learning  any  new  princi- 
ple in  shorthand  as  you  would  go  about  anything  else,  using 
judgment,  reason,  and  drawing  heavily  on  your  stock  of 
common-sense.  Thoroughly  master  every  principle  and 
apply  it  in  writing.  The  more  thoroughly  you  learn  a  thing 
the  better  you  will  like  it,  and  the  better  you  like  it  the 
more  you  will  want  to  learn  about  it. 

202.  The  following  exercise  is  to  be  read  and  copied 
ten  times. 

READING   EXERCISE. 


.^._L_y. 


EIGHTEENTH    LESSON. 


109 


^^....\ 


\^- 


.X..±.A:.lJL€f..± 


-V--V- 

J 


:'?i- 


_   c*,.       l' 

/^ 

_^..___^,....^ 

1 ^__ 

^  V. 

<J^ 

L-j'     /^''''^ 

._p..w 

'    ^ 

^_..L>:>r....-^. 

L. 

no  COMPLETE   SHORTHAND   MANUAL. 


_/> ,, 


-A 


\i. 


l\ 


-—\^—^. 


.\._x/.._^........V....._..r.|../7..A.. 


-> 


___^ A 0-_,.>. 


.•..\-:„^.n-_._:i 


-v- 


EIGHTEENTH   LESSON.  Ill 


..^..,_.L-.-<o...._V_:::r.__._r::. 

203.  The  following  exercise  is  to  be  written,  corrected, 
then  rewritten  ten  times. 

WRITING   EXERCISE. 

Buff,  beef,  cuff,  reef,  huff,  staff,  surf,  cliff,  brief,  stave, 
stone,  dive,  cone,  serve,  brave,  strive,  clove,  contrive. 

Pine,  open,  pan,  bean,  bone,  tan,  Eden,  dawn,  chin,  Jane, 
John,  keen,  coin,  rain,  ran,  roan,  spin,  stone,  plain,  brown, 
drone,  train,  green,  groan,  swoon,  fan,  woven,  moon,  woman, 
China,  deny,  many,  cloves,  caves,  bounced,  glance,  rains, 
punsters,  dances. 

The  following  letters  are  to  be  written,  from  dictation, 
four  times  in  six  minutes. 

Dear  Sir, — We  inclose  you  a  price-list  of- such  things  as 
we  keep  in  stock,  and  would-be-pleased  to  fill  any  orders 
you-may-leave  with  us.  We  guarantee  to  give-you  the-best 
possible  terms,  and  will  allow-you  thirty  days,  or  more,  if-you 
wish.  Hoping  we-may  have-the  pleasure  of-receiving  your 
favors,  we  remain.  Yours  truly. 

Dear  Sir, — We-take-pleasure  in  acknowledging  receipt 
of- your  check  for  $827.  We-shall-be-pleased  to  continue 
filling  your-orders  for  anything  you- may  require  in  our  line. 
We  are,  Yours  truly, 

REVIEW   QUESTIONS.  —  Eighteenth  Lessox. 

I.  On  which  side  of  the  straight  strokes  is  they-hook  written? 
2.  On  which  side  of  the  stroke  is  the  «-hook  written  ?    3.   How 


112  COMPLETE  SHORTHAND  MANUAL. 

is  the  circle  added  to  an  _/^hook,  or  the  «-hook  on  a  curve  ? 
4.  Making  the  «-hook  on  a  straight  stroke  into  a  circle  adds 
what  letter  ?  5.  What  two  sounds  by  a  large  circle  ?  6.  Mak- 
ing the  «-hook  into  a  small  loop  adds  what  two  letters?  7.  What 
three  letters  by  a  large  loop  ? 


NINETEENTH   LESSON. 

LARGE   HOOK   FOR   SHON   AND   TIVE. 

204.  The  sound  indicated  by  the  syllable  tiofi,  in  notion, 
sion  in  evasion,  but  spelled  differently  in  many  words, — cean 
jn  ocean,  cian  in  Grecian,  shion  vn.  fashion,  etc., — is  repre- 
sented by  a  large  hook  turned  on  the  circle  side  of  the 
straight  strokes,  and  on  the  inside  of  the  curves. 

option  station  motion  attention        fashion 


.b_ 


__V^ 

205.    The  syllable   five  is  represented  by  a  large  hook 
turned  on  the  «-hook  side  of  straight  strokes  only. 

dative  active  captive  infective 


J- 


(<z)  When  the  syllable  tive  follows  a  curv^ed  stroke  it  is 
represented  by  T  with  the  /-hook,  as  in  the  words  motive 
{M-Tef),  native  {N-Tef^). 

206.  The  hooks  for  shon  and  tive  may  also  be  written 
between  strokes,  and  the  iss  circle  may  be  added  to  either 
syllable  by  turning  it  distinctly  within  the  hook. 


NINETEENTH   LESSON.  II3 

talkativeness  actions  captives 


NOMENCLATURE. 


Section  204:  P^-shon,  iss-T^-shon,  M^-shon,  T^-N- 
shon,  F*- short.  Section  205  :  D^-tive,  K^-tive,  K-P^- 
Hve,  N-F'^'K-tive.  Section  206  :  K^-shon-Ray,  T'^-K- 
tive-N-isSy  K^-shon-iss,  K-F^-tive-iss. 


SMALL   HOOK   FOR   SHON. 

207.  A  convenient  method  of  representing  the  syllable 
shon,  after  a  small  circle  or  large  loop,  is  by  writing  a  small 
back  hook,  called  eshon  hook,  on  the  opposite  side  of  the 
stroke. 

decision  administration      compensation       transition 

r 


.Lr>^-. 


{a)  When  the  esho7i-\iOo\i  is  written  from  the  circle 
turned  on  the  «-hook  side  of  straight  strokes  the  letter  n 
precedes  both  the  iss  and  the  eshon,  as  illustrated  in  the 
words  "compensation,"  "transition." 

208.  The  eshon-\iO<:^  may  be  added  to  the  /-hook  as 
illustrated  below,  and  occasionally  it  is  convenient  to  write 
it  between  strokes.  The  m-circle  must  be  written  dis- 
tinctly within  the  hook. 

division  divisional         conversational       physicians 


L 


\. 


'r^c, k 


114  COMPLETE  SHORTHAND   MANUAL. 

NOMENCLATURE. 

Section  207  :  D^-iss-eshon,  D"^- M-N-ster-eshon,  coni- 

dot- Pens^ - eshon,  Trens^-eshon.    Section  208  :  Def^-eshon^ 

Def  ^  -  eshon  -  L,     con  -  dot-  Ver  ^  -  I'ss  -  eshon  -  Lay,     F^-  iss  - 

eshon-iss. 

TO   THE    LEARNER. 

209.  Remember,  it  is  only  by  a  perfect  familiarity  with 
every  new  principle  presented,  and  the  application  of  the 
same  in  writing  and  reading,  that  satisfactory  progress  can 
be  made.  Do  not  be  impatient ;  do  not  think  that  some 
other  method  of  study  and  practice  will  enable  you  to  secure 
a  knowledge  of  the  art  of  shorthand  writing,  for  it  will  not. 
Each  lesson  is  like  a  step  in  a  journey,  each  one  bringing 
you  nearer  the  end ;  and,  like  a  traveler,  when  the  end  is 
reached,  the  pleasure  experienced  from  a  knowledge  of  the 
fact  that  the  task  is  accomplished,  will  give  you  renewed 
energy  to  use  intelligently  the  attainments  secured  by  a 
thorough  mastery  of  the  lesson,  each  one  of  which  may  be 
compared  to  the  steps  taken  by  the  traveler  in  his  journey. 

210.  The  following  exercise  to  be  read  and  copied  ten 

times. 

READING   EXERCISE. 


4 


^^---^--K 


NINETEENTH   LESSON.  II5 

._>-_...X L.._':...__:!:yf. 


___;^__  ^    __^    J  _  r^  \ 


"\ 


r\ •_ 


i:l_,..I_..l-.._:i...........„:^.. 


I      <^_ .        _n     ^    _'2'___  L 


\ 


-rrs- 


I' 


..y.-.^  /._J-..:.._.u........^_.2..L_L. 

I 


J      ......X„; 


Il6  COMPI^ETE  SHORTHAND  MANUAL. 

211.  Write,  without  vocalizing,  the  outlines  for  the  fol- 
lowing words,  including  sentences;  correct,  and  rewrite 
ten  times. 

WRITING  EXERCISE. 

Domain,  broken,  cover,  devote,  rainbow,  runner,  keener, 
regain,  cabins,  vacancy,  economy,  uneven,  lonely,  instances, 
potency,  money,  enjoin,  German,  incline,  annoyance,  offen- 
sive, convinces,  vinegar,  ribbon,  remains,  violence,  regain, 
preserve,  provoke,  abstain,  shaken,  franchise,  behavior,  en- 
graves, openness,  purity,  dispenses,  lithography.  Napoleon, 
Monday,  admonish,  traffic,  preference,  condenses,  unclean, 
vainer,  brownish,  undriven,  monopoly,  beverage,  graver, 
population,  deprivation,  electioneer,  activeness,  disposition, 
desecration,  illustration,  inspiration,  vocation,  auction,  deso- 
lation, perfection,  ineffective,  instruction,  profession,  friction, 
mansions,  position,  compensation,  condensation. 

Ambition  is  an  emotion  liable  to  long  duration.  Obser- 
vation and-determination  insure-the  best  legislation.  They- 
will-have  an-auction  on  Wednesday.  The  position  is  one 
of  trust.  The  physicians  will-be  here  in-time  for-the  asso- 
ciation. Passion  and-oppression  drive  men  to  revolution. 
She-says  she  will  bring  an-action  against-the  committee. 

Practice  the  following  letter  until  it  can  be  written,  from 
dictation,  three  times  in  five  minutes. 

John  Baker,  Lodi,  O.  : 

Dear  Sir,  —  Replying  to  your  favor  of- the  8th,  would  say, 
we-will  place  your  advertisement  in-the  Journal  for  five 
dollars.  We-will  give-you-a-position  on-the  fourth  page 
and-display  to-the  best  advantage. 

On-the  first  of-the  month  we-had  on  our  subscription 
list   four   thousand    names,   and-the    circulation  is  steadily 


TWENTIETH   LESSON.  II7 

increasing.     Should-you  place  your-order  we-are  sure  you 
would   continue   with  us.       Hoping   we-may-receive   your 
favor  in-time  for  our  next  issue,  we  remain, 
Yours  truly, 

Green  &  Radcliff. 

REVIEW  QUESTIONS.  —  Nineteenth  Lesson. 

I.  How  is  the  syllable  shon  indicated?  2.  On  which  side  of 
the  straight  strokes  is  it  written?  3.  How  is  the  syllable  tive 
indicated  ?  4.  On  which  side  of  the  straight  strokes  is  it  written? 
5.  How  is  the  syllable  shoti  represented  after  the  m-circle  and  a 
large  hook  ?  6.  Is  the  eshon-\^oo\i  ever  written  between  strokes 
or  added  to  a  final  hook  ? 


TWENTIETH   LESSON. 

FINAL   HOOK   WORD-SIGNS. 

212.  The  necessity  of  learning  the  word-signs  cannot  be 
over-estimated.  Knowing,  from  long  experience  in  teach- 
ing, that  learners  are  apt  to  neglect  this  most  important  part 
of  the  work  of  learning  shorthand,  we  repeat :  "There  is  no 
method  of  study  that  will  obviate  the  necessity  of  a  perfect 
familiarity  with  the  word-signs  and  contractions ;  and  the 
learner  should  apply  himself  diligently  and  faithfully  to  this 
part  of  his  task." 

Write  the  following  list  fifty  times,  speaking  the  name  of 
the  outline  at  the  time  of  writing  ;  this  tends  to  more  quickly 
and  firmly  fix  the  sign  in  the  mind. 


ii8 

J^b^    upon,  Pen^ 


COMPLETE  SHORTHAND  MANUAL. 

.V- 


1^ happen,  Pen^ 

_\.—  happiness,  Pens^ 

4  combine-ation,  Ben  i 

^ been,  Ben"^ 

\\ _    to  have  been,  Ben ^ 

C3:£     careful-ly,  Kref"^ 

^^     gave,  GeP 

-.h-    I  have,  7>/?l 

.ii_     awful-ly,   Z>,?/?1 
/_      whoever,  Jeft  ^ 

j\     remembrance,  Brens ^ 

_J__    done,  Z?^«2 

a |_  down,  Z>c«^ 

_o(^'  general-ly,  y^«  2 

..y?.  imagine-ation,  Jen  ^ 

=:Trr3  can,  question,  Ken'^ 

ZZ2,  begin-ning,  Gen'^ 


before,  Bef^ 


..L 


whatever,  Tef^ 

„L      differ-ent,  difference, 
Dep 

JL.      truthful-ly,  TV^ 


Z 


whichever,  C^^* 


_i^     often,  phonography, 

Feti  2 

J_!^     even,  Ven"^ 

i 

within,  TJIen  l 

X*  then,  7W^«2 
/._  than,  T//en« 
[___     alone,  learn,  Len^ 

men,  Men^ 
.ic:^    man,  Afen  2 

opinion,  A^«^ 
^   p    none,  known,  A^«^ 
_.o.     subjective,  iss-B^-tive 
JSi     subjection,  iss-B^-shon 


TWENTIETH    LESSON.  ^  II9 

-TSTi    begun,  again,  Gen"^ 


began,  Gen^ 


— vl     objective,  B^-tive 
_\)      objection,  B'^-s/ion 


FINAL-HOOK   REPORTING   PRINCIPLES. 

213.    A  further  use  of  the  /-hook  is  that  of  adding  the 
words  have,  of,  if,  and  ever  to  any  dash-vowel  word-sign,  or 
to  any  full-length  stroke,  and  of  to  the  horizontal  and-iick. 
all  of        or  if          should  have    whichever      and  of 
/_ 


-  ..-.._./.. 


214.  A  further  use  of  the  «-hook  is  that  of  adding  words 
to  the  following  dash-vowel  word-signs  :  — 

{a)  Not  to  or  and  but. 

(<5)    What  and  would  to  of,  all,  to,  and  the  horizontal 
and-\Ack. 

or  not    but  not    of  what    all  would      to  what  and  what    and  would 

± J ^ ^ ^ .3 ^ 

{c)  This  hook  may  be  made  into  a  circle  to  add  is,  as, 
his,  has. 

of  what  is      to  what  has      of  what  is      and  what  is 

^ X \ :! 

215.  Own,  one,  and  than  may  be  added  by  an  «-hook  to 
any  full  length  straight  or  curved  stroke. 

my  own    at  one  more  than  by  otir  own 

j--'^ -• - 


I20  COMPLETE  SHORTHAND   MANUAL. 

(a)  Own  may  be  added  to  the  horizontal  and-tick  and 
to  the  dash-vowel  word-signs  to  which  our  has  been  added 
by  an  r-hook. 

and  our  own         to  our  own      of  our  own  • 

(^)  In  making  use  of  the  initial  and  final  hooks  to  add 
words,  the  learner  is  to  use  discretion.  In  the  above  prin- 
ciples it  does  not  mean  that  all  the  words  which  may  be 
added  by  the  hooks  can  be  used  in  every  case,  but  only 
such  are  to  be  used  as  "make  sense  ;  "  for  instance,  "own" 
would  not  be  added  by  the  «-hook  to  had,  or  "are"  to  ai 
by  an  r-hook.  Use  judgment  and  common-sense  in  every 
thing  connected  with  your  study  of  shorthand. 

216.  The  following  exercise  is  to  be  read  and  copied 
/e/i  times. 

READING   EXERCISE. 


/ 


\    _     'V^      .      ^ I     ^.X.... 


-/ 


^.\..j. 


TWENTIETH   LESSON. 


121 


A    , 


^ 


X. 


.z 


>....^t,..A_./    1 


t  I 


J 


<r^. 


^■._.=^fi- 


,__L._.L 


322  COMPLETE  SHORTHAND  MANUAL. 


.=^— iftO__ 


-V — /-- — -/ 


1 — ^- 

_  _._  __^_— --^  .-i;^?  _-^._  cZ-o- 


.z:___Vo.._!:^._. 


■>-/- 


217.   The  following  exercise  contains  all  the  word-signs 
in  the  final-hook  list.      Words  printed  in  Italics  are  not 
word-signs.     Words  with  a  dash  between  them  are  to  be 
joined.     Practice  writing  the  exercise  until  it  can  be  writ 
ten,  from  dictation,  m  five  minutes. 


TWENTIETH   LESSON.  1 23 


WRITING   EXERCISE. 


He  alone  gave  his  opinion  of  phonography  before-the 
committee.  lAjt-says  he-has  given-the  subject  careful  con- 
sideration, and-can  truthfully  say  these-things  were  done 
within  his  remembrance.  As  l-said  above,  there-is-no  ob- 
jection to  what  I-have-done ;  however,  there-may  be  a-dif- 
ferent  opinion  on-the  subject.  Many  men  have  known  this 
man's  knowledge  to-be  subjective  ;  however,  some  claim  it- 
was  objective.  I-have-often  said  this  of-the  General  before, 
and-I-may  say  it  again.  Whoever  says  there-has-been  no- 
difference  of  opinion  in  relation  to-the  subjection  of-the 
subject,  are  telling-the  truth.  This-is  what-the  speaker 
said  :  — 

"  There-is-no  braver  man  than  he."  Whatever  you  say 
upon-the  subject,  be  truthful ;  none  can  object  to-this. 
Then,  why  do-you  differ  from-him,  since  he-has-been  so 
careful  to  speak-\}i\^  truth?  You- will-be-sure  to  see  them, 
whichever  way  yow-go.  Y{.^-says  if-you-will  call-upon  him 
he-will-be  happier.  They-will  combine  to  punish-the  crim- 
inal. They  ought  to-have-been  there  before  he-began. 
He-gave  them  the  combination  of-the  lock.  I  have  every- 
reason  to  believe  it-will  add  to- his  happiness  to  go  down 
there.  I  imagine  the  question  is  :  when  will  he  begin  to- 
learn  his  lesson.  There-was  an  awful  wreck  on-the  road 
last  Wednesday.  They-will  even  be  there  before  eight 
o'clock.     In-my  opinion  they-have  begun-the  work. 

REVIEW    QUESTIONS. —Twentieth  Lesson. 

I.  What  four  words  may  be  added  by  an  _/^hook?  2.  What 
word  is  added  by  an  «-hook  to  or  and  but?  3.  An  «-hook  on 
all,  of,  to,  and  the  horizontal  and-tick,  adds  what  two  words  ? 


124  COMPLETE   SHORTHAND   MANUAL. 

4.  The   «-hook  made  into   a  circle   adds   what  four  words? 

5.  What  three  words  may  be  added  by  an  «-hook  to  full-length 
curved  and  straight  strokes  ?  6.  When  may  owti  be  added  to 
the  horizontal  a«<^tick  and  to  the  dash-vowel  word-signs  ? 


TWENTY-FIRST  LESSON. 

LENGTHENED   STROKES. 

218.  Another  modification  of  the  consonant  strokes  is 
that  of  lengthening,  —  making  a  full  length  stroke  double 
its  usual  length  to  add  syllables. 

219.  Lengthening  Ing  adds  kr  and  gr. 

h'nger  thinker  hunger  flankers 


220.    Lengthening  Einp  adds  er. 

timber  lumber  jumper  romper 


A 


22.\.    Lengthening  any  other  stroke  adds  /r,  dr,  or  thr. 
letter  tender  slaughter       scatter        twitter 


TWENTY-FIRST  LESSON.  125 

NOMENCLATURE. 

Section  219:  Lay  ^  -  Inger,  Ith  ^  -  Inker,  Ret  ^  -  Inger, 
FeP- Inker- iss.  Section  220:  T^- Ember,  Lay '^- Ember, 
K"^ -Ember,  R^-Emper.  Section  221:  Layter^,  T^-Ender, 
iss-Layter^,  iss- Kayter^,   Teter^. 

{a)  When  a  straight  stroke  is  lengthened  the  context 
will  readily  determine  whether  its  own  sound  is  repeated  or 
is  lengthened  to  add  tr,  dr,  or  thr. 

222.  A  sound  denoted  by  lengthening  is  read  after  a 
vowel,  but  before  a  final  hook,  loop,  or  circle;  if  a  final 
vowel  follows  the  sound  added  by  lengthening,  the  stroke 
and  r-hook  must  be  used. 

later  mutters         modern  angry  sundry 

._.,.:x:^.„fr! -  -^J'- 

NOMENCLATURE. 

Layter^,  Emter^-iss,  Emdern'^,  Ing^-Ger,  iss-N^-Der. 

223.  Double  lengths  should  be  exaggerated  a  little  so  as 
to  be  sure  they  are  long  enough. 

224.  The  position  of  lengthened  strokes  written  down- 
ward are  as  follows  :  first  position,  the  stroke  rests  on  the 
line,  or  a  trifle  below ;  second  position,  half  above  and  half 
below  the  line  ;  third  position,  three  fourths  of  the  stroke  to 
be  written  below  the  line. 

(a)  The  position  of  a  lengthened  stroke  written  upward 
is  the  same  as  a  full  length  stroke  :  above  the  line,  on  the 
line,  through  the  line. 


126 


COMPLETE  SHORTHAND  MANUAL. 


LENGTHENED-STROKE   WORD-SIGNS. 

The  following  list  to  be  written  fifty  times. 


neither,  entire,  Enter  ^ 

^^:^ — '^-  another,  Enther'^ 

_^-  no  other,  Enther^ 

rCl    ^     matter,  Emter'^ 


-^ 


r^ — ,  rather,  Artker^ 

whether,  IVayt/ier'^ 

L the  other,  7»5'7»'^r! 


_   farther,  further,  Fer- 

ther'^ 


LENGTHENED-STROKE   REPORTING   PRINCIPLES. 

225.  The  lengthening  principle  is  used  to  represent  words 
as  well  as  syllables,  as  will  be  seen  by  the  following :  — 

{a)  A  full-length  stroke,  without  a  final  hook,  loop,  or 
circle,  may  be  lengthened  to  add  their,  there,  they  are, 
other. 

in  their  have  there      if  they  are  several  other 


had  there  up  there  take  their  until  they  are 


(^)    Own,  not,  and  one  may  be  added  by  an  «-hook. 


TWENTY-FIRST   LESSON.  12/ 

in  their  own  had  there  not  another  one 


(^)  Fore  and  ^may  be  added  by  the /-hook,  and  to  their 
may  be  written  with  Tether"^, 

had  therefore  until  they  are  of  to  their 


226.   The  following  exercise  to  be  copied  ten  times. 


READING   EXERCISE. 


128  COMPLETE  SHORTHAND  MANUAL. 


\ 


J:_..... 


(T^- 


->— '^ 


.^._--„!:^. 


O' 


^--v 


-V 


X..1 


( 


!^.____s-_.;;^i:i_.:°:i. 


'   s 


TWENTY-FIRST  LESSON. 


_..^:w_i:..C. 


._._i/.. 


227.  The  following  exercises  to  be  written,  corrected, 
then  rewritten  ten  times. 

WRITING   EXERCISE. 

Anger,  drinker,  banker,  finger,  hunger,  hanker,  letter, 
swelter,  surrender,  material,  legislator,  order,  calendar,  won- 
der, eastern,  stronger,  swifter,  diameter,  smother,  literal, 
reporter,  typewriter,  Anderson,  Alexander,  re-enter,  temper, 
scamper,  amber,  timber,  slander,  sundry,  angry,  paltry. 

Write,  without  vocalizing,  the  outlines  for  the  following 
words ;  correct,  and  rewrite  ten  times :  Teacher,  treasure, 
dispositions,  prudence,  clever,  cleave,  green,  engrave,  shud- 
der, whither,  northern,  waterfall,  immaterial,  succession, 
vacation,  probation,  aspiration,  train,  December,  regions, 
study,  money,  below,  resistance,  semblance,  instance,  Law- 
rence, pretence,  residence,  fringe,  density,  cucumber,  wil- 
derness, stumble,  stuff,  style,  intrust,  cluster,  utmost,  disgust, 
protest,  masters,  strange,  crown,  plenty,  graphic,  curtain, 
explain,  traffic,  incUne,  tribune,  restrain,  exposition,  dispen- 
sation, decline,  insecurity,  insoluble,  inspiration,  unsalable, 
inscribe,  personal,  syllable,  plural,  observation. 

The  following  sentences  contain  all  the  double-length 
word- signs.  To  be  written  from  dictation  four  times  in  six 
minutes :    She-was  much  farther  away  from-the  town  than 

9 


130  COMPLETE  SHORTHAND   MANUAL. 

he.  James  is  further  along  with-his  studies  than  John.  The 
entire  matter  will  come  up  at-the  next  session  of-the  council. 
No  other  person  can  tell  us  whether  he-will  go  away  or 
remain.  He-was  in-your-«/v  the  other  day.  Another  party 
will  call  and  see-you  in  2.-day  or  two.  Neither  was  here  the 
entire  day.  I-would  rather  he-would  do-the  work  for-you. 
The  Reporter  will  acknowledge- the  truth  of-the  entire  mat- 
ter when  he  calls  on-the  legislator  concerning-\he  slander 
of-the  senators. 

REVIEW  QUESTIONS.  —Twenty-first  Lesson. 

I.  Ing'is  lengthened  to  add  what  two  syllables?  2.  Emp  is 
lengthened  to  add  what  syllable  ?  3.  Lengthening  any  other 
stroke  adds  what  three  syllables  ?  4.  If  a  final  vowel  follows 
the  syllable  indicated  by  lengthening,  how  must  the  syllable  be 
expressed?  5.  What  is  the  first  position  for  a  double-length 
stroke  written  downward  ?    second    position  ?    third    position  ? 

6.  What  is   said   about    lengthened   strokes  written  upward? 

7.  What    words    may   be    added    by   lengthening    a   stroke? 

8.  What  words  may  be  added  by  an  «-hook  ?  9.  What  words 
may  be  added  by  an /-hook  ? 


TWENTY-SECOND   LESSON. 
THE    SHORTENING   PRINCIPLE. 

228.  The  letters  /  and  d  occur  so  frequently  that  it  is 
necessary  to  provide  some  method  of  representing  them 
other  than  the  stroke.  The  method  that  best  answers  the 
purpose  of  speed  and  legibility  is  that  of  shortening,  or 
making  half-length  the  stroke  that  precedes  /  or  d. 


TWENTY- SECOND   LESSON.  I3I 

cheat  coat      bottom       doubter      talked       lived 

/.       _     ^               C     ^ 
^ _ 

(a)  The  context  will  readily  determine  whether  t  ox  d  is 
to  be  added. 

229.  The  half-length  strokes  take  an  initial  or  final  circle, 
loop,  or  hook,  the  same  as  a  full-length  stroke ;  but  the  final 
hooks  are  to  be  read  before  the  added  /  or  d,  the  circle  after 
the  /  or  d ;  that  is  to  say,  the  circle  is  the  last  thing  read. 

blend        street      print      friend     puffed      points    recounts 

3; r i:; :^c^ y^.__. 

230.  Half-length  outlines  are  vocalized,  practically,  the 
same  as  if  they  were  full-length  strokes.  Sometimes  the 
learner  is  embarrassed  to  know  when  and  where  to  read 
the  /  or  d,  especially  when  the  outline  contains  one  or  more 
circles,  loops,  or  hooks.  In  reading  or  writing  an  outline, 
exercise  a  little  judgment,  and  the  seeming  difficulties  will 
soon  disappear.  Remember  that  a  consonant-stroke  is  made 
half-length  to  denote  that  a.  t  ox  d  sound  follows  the  stroke 
made  half-length,  and  that  the  same  is  read  after  a  final 
hook,  but  before  the  circle.  Carefully  observe  the  outlines 
for  the  words  below,  and  note  the  order  of  reading. 

splint  plant        straight      restraint        infatuate 


231.  The  strokes  for  Way,  Yay,  Emp,  Ing  are  never 
made  half-length  unless  they  have  a  loop,  initial,  or  final 
hook. 

swooned  yield  impngned 


=^-- 


132  COMPLETE  SHORTHAND  MANUAL. 

232.  As  Vay,  Way,  Emp,  and  Ing  are  not  made  half- 
length,  the  corresponding  light  strokes,  R,  L,  M,  and  N, 
may  be  shaded  to  indicate  that  d  follows;  if  unshaded, 
that  /  follows. 


old 

light 

soared 

sort 

mode 

met 

end 

night 

.    Y  _ 

c 

._.. -'?>_-. 

l^ 

rt\ 

/-Tn_. 

'vi'_. 

^- 

(«)  Occasionally,  to  avoid  an  awkward  outline,  it  is  better 
to  write  /  and  r  upward,  instead  of  downward,  even  though 
they  are  followed  by  d ;  upward  strokes,  of  course,  are  not 
shaded. 

gored  lard  embezzled  misled 


{b)  R,  L,  M,  and  N  are  not  shaded  for  d  if  they  contain 
an  initial  or  final  hook. 

mind        earned        land        Alfred  find     renowned 

-^             ■  ^  /       ^ 
-i ^  — 


233.  Lay,  Ray,  and  Hay,  when  standing  alone,  are  never 
halved  to  add  d. 

234.  When  t  ox  d  \%  preceded  by  another  f  or  d  sound, 
it  is  sometimes  necessary,  in  order  to  denote  the  past  tense, 
to  disjoin  the  d. 

dated  treated  retreated  deeded 


235.  After  an  n  or  sJiofi-hooV,  it  is  allowable  to  write  a  half- 
length  s  upward,  and  when  so  written  it  is  called  1st;  thus, 
"factionist"  {^F"^- K-shon-Ist),  "opinionist"  {Nen^-Jst). 


TWENTY-SECOND  LESSON.  1 33 

236.  The  halving  principle,  hke  many  others  in  short- 
hand, is  not  to  be  invariably  employed ;  but  judgment  must 
be  used,  and  due  attention  given  to  analogy,  angles,  syllabi- 
cation, and  outlines  that  obviate  difficult  joinings. 

237.  The  full-length  stroke  must  be  employed  when  a 
curved  and  straight  stroke  are  joined  without  an  angle 
between  them. 

liVerl  fagged  effect  evoked 


238.  The  addition  of  a  syllable  requires  the  use  of  the 
stroke  for  /  and  d.  The  half-length  principle  does  not 
apply  in  such  cases. 

need      needy       Kit         Kitty        sold         solid         pit          pity 
r- I  — 

NOMENCLATURE. 

Section  229  :  Blend"^,  iss-Tret'^,  Prenf^,  Frend^,  Peft^, 
Penis  "^^  Ray^-Kents.  Section  230:  iss-Plent'^,  Pknt^y 
iss  -  Tret  ^,  Ray  ^  -  iss  -  Trent,  N-  Fet  ^-T  Section  2  3 1  :  iss  - 
IVaynd',  Ve/d^,  steh-  Med^,  Empened^.  Section  232: 
Mend"*-,  Arnd^,  Lend^,  Lay^-Fred,  Fend'^,  Ray^-Nend. 
Section  234:  Ded^ D^,  Trei^ D^,  Ray'^-Tret D^,  Ded'^ 
Z>«.  Section  237:  Lay^-K-T,  F''-Gay-D,  F'^-K-T, 
V^-K-T.  Section  238:  Ned"^,  N-D^,  Ket^,  K-T\ 
iss  -  Eld  2,  iss  1  -  Lay  -  D,  Pet\  P^-T. 

TO    THE    LEARNER. 

239.  You  must  be  careful  to  distinguish  the  half  from  the 
full-length  strokes ;  too  much  pains  cannot  be  taken  in  this 


134  COMPLETE   SHORTHAND  MANUAL. 

particular,  for  often  illegible  notes  can  be  traced  directly  to 
carelessness  in  this  respect.  It  is  better  to  make  the  half- 
lengths  less  than  half,  rather  than  more.  As  /  and  d  are  the 
most  frequently  recurring  consonants,  it  is  necessary  to  under- 
stand the  halving  principle,  no  matter  how  long  it  may  take 
you  to  do  so.  We  are  anxious  to  have  you  "  get  on,"  but 
it  must  not  be  done  at  the  sacrifice  of  correct  outlines  and 
legible  notes,  which  is  sure  to  occur  if  you  do  not  give  the 
necessary  time  to  learn  this  lesson,  one  of  the  most  impor- 
tant in  the  book. 

240.    The  following  exercise  is  to  be  read  and  copied  ten 
times. 

READING   EXERCISE. 


.r_ 


'1 ?___._1.  ___:^._..__:i.  .___f:.„_Z_,._ix...__A 


.-^.„-_-^- _m:„__.^. 


TWENTY-SECOND   LESSON,  1 35 


136  COMPLETE  SHORTHAND  MANUAL. 


■l-f-^l-i 


241.   Write  the  following  exercise,  correct,  and  rewrite 

^en  times. 

WRITING   EXERCISE. 

Pet,  bad,  date,  jade,  tight,  caught,  cut,  gout,  feet,  fade, 
vied,  evade,  east,  shed,  late,  old,  art,  meat,  mud,  mate,  need, 
plate,  paved,  plied,  blunts,  tints,  trot,  dents,  drift,  chants, 
joined,  cuffed,  nets,  faints,  grit,  throat,  spouts,  strayed, 
friends,  soared,  convened,  secrets,  rift,  blends,  prates,  stu- 
dent, lends,  sends,  consent,  slights,  fleets,  brand. 

Write,  without  vocalizing,  the  outlines  for  the  following 
words ;   correct,  and  rewrite  ten  times. 

Verdict,  definite,  deadly,  shepherd,  intestate,  cultivate, 
latitude,  modify,  threatened,  tradewind,  ascertained,  fort- 


TWENTY-SECOND   LESSON.  1 37 

night,  indict,  badly,  dotage,  strained,  sentiment,  midnight, 
astound,  infatuate,  esteemed,  protect,  ascends,  fired,  con- 
tend, afford,  liked,  road,  renewed,  effect,  navigate,  treated, 
foothold,  located,  meditation,  madam,  wisdom,  beautify, 
cotton,  invade,  winked,  loved,  bullet,  debate,  compared. 

The  following  letter  is  to  be  written,  from  dictation,  four 
times  in  eight  minutes. 

In  reply  to  yours  of-the  27th  ultimo,  relative  to-the  com- 
mercial position  of  Messrs.  Haws  &  Taylor,  of  Natches, 
would-say,  they-have,  by  their  honesty,  energy,  and  strict 
attention  to  business,  secured-the  entire  confidence  of  mer- 
chants in-this-city,  and-have  succeeded  in  building  up  a-very 
large  trade  over  a-large  section  of-the  Southwest. 

By  their  shrewd  management  and  cautious  investments 
they-have  risen  high  in-the  estimation  of  our  business  com- 
munity, and-bid  fair  to  become  one  of-the  leading  houses 
in  our  section.  Any  transactions  you-may-have  with-them 
will  accrue,  we-are  confident,  to  your  advantage.  We 
remain,  Yours  truly, 

Bradner  &  Cotton. 

REVIEW    QUESTIONS. —Twenty-second  Lesson. 

I.  Making  a  stroke  half-length  adds  what  two  letters?  2.  Is 
a  final  hook  read  before  or  after  the  t  and  d?  3.  Is  the  circle 
read  before  or  after?  4.  How  are  half-lengths  vocalized? 
5.  What  four  strokes  are  not  made  half-length  unless  they  have 
an  initial  or  final  loop  or  hook?  6.  What  four  strokes  are 
shaded  to  show  that  d  follows  ?  7.  What  three  letters,  when 
standing  alone,  are  never  halved  for  d?  8.  How  is  it  sometimes 
necessary  to  denote  the  past  tense  ?  9.  When  must  the  full- 
length  strokes  for  t  and  d  be  employed?  lo.  An  additional 
syllable  requires  what? 


138 


COMPLETE  SHORTHAND  MANUAL. 


TWENTY-THIRD   LESSON. 

HALF-LENGTH     WORD-SIGNS. 

242.  The  following  list  of  word-signs  to  be  written  fifty 
times.  Sooner  or  later  every  word  in  every  list  must  be  so 
thoroughly  familiarized  that  it  can  be  written  as  quickly  as 
it  can  be  pronounced  by  a  good  reader.  The  half-lengths 
are  named  Pet,  Bet,  Tet,  Det,  Chet,Jet,  etc. 

-^.    without,   THef^ 
) 


.^-  put,  Pei^ 

.^^—  about,  Be^^ 

quite,  A'ei^ 

.r=^  could,  A'ecf' 

God,  Gec/i 

_i__  good,  Civ/- 

feature,  if  it,  Pei'^ 

.k-  after,  /!•/- 

_,  ._  future,  Pe(^ 

..\^^  footstep,  Fet'^-steh 

_:„  thought,    Thet'' 

.--  that,   THit^ 


astonish-ed-ment,  Est^ 

..1.  establish-ed-ment,  Est"^ 

-L  is  it,  Zet'^ 

-  )-  as  it,  was  it,  has  it,  Zet"^ 

-)--  used,  Zed^ 

..„_  wished,  Isht'^ 

little,  Lef^ 

-^-  let,  Lef^ 

./?-  let  us,  Let-iss^ 

-^  seldom,  iss-Eld'^ 

-^-  world,  Eld"^ 


TWENTY-THIRD  LESSON. 


139 


— 

Lord,  read,  y4r</i 



called,  equalled,  ^^/^i 

,iZ. 

word,  Werd'^ 

--Qr- 

valued,  Veld^ 

'^ 

might,  Met'^ 

^ 

particular,  Pret^ 

/^ 

immediate,  Med"^ 

-!\-. 

pretty,  opportunity,  Prefl 

^ 

made,  Med"^ 

^ 

spirit,  iss-Pret^ 

somewhat,  iss-Met^ 

T^ 

toward,   Tred"^ 

Jtliv- 

sometime,  iss-Met^ 

c- 

according-ly,  Kred^ 

~~^ 

not,  Nef^ 

kC::. 

cared,  Kred^ 

..^_ 

nature,  Net^ 

-■ 

great,  Gret^ 

r 

natural-ly,  Net"^  L 

0 

authority,  Thref^ 

-^-T- 

under,  hundred,  End'^ 

J2... 

throughout,   Thret'^ 

<Ly 

is  not,  iss-Nef^ 

C/ 

in  order,  Nerd^ 

-a^ 

as  not,  has  not,  iss-Net^ 

J 

did  not,  Dent^ 

<Lx 

want,  Went^ 

J_ 

do  not,  Dent'^ 

r 

till  it,   7>//i 

-J- 

had  not,  Dent^ 

__r.- 

told,  Teld"^ 

y 

gentlemen,  Jent^ 

-f- 

until  it,   7>//3 

jL. 

gentleman,  Jent"^ 

T40  .  COMPLETE  SHORTHAND  MANUAL. 


kind,  cannot,  Kent'^ 

-TO.  account,  Kent"^ 

will  not,  Lent^ 

C 
we  will  not,  Welent'^ 

> 

Zi.-  are  not,  Arnt^ 

~1  we  are  not.   IVernt^ 


'(^-  were  not,  Wernt^ 
mind,  Mend^ 

-^—  may  not,  am  not,  amount, 

Meitt'^ 

we  may  not,   Wement  ^ 

J" 
it  will  not,  Telent'^ 

which  will  not,  Chelent^ 


HALF-LENGTH   REPORTING  PRINCIPLES. 

243.  An  additional  use  of  the  shortening  principle  is  that 
of  adding  words  as  well  as  the  two  letters  /  and  d,  as  illus- 
trated by  the  following  rules  :  — 

(o)  //  and  what  may  be  added  by  halving  a  preceding 
word-sign,  the  sign  halved  retaining  its  position. 

do  it  had  it  know  it  in  what  think  it 

_....! 4 -^-_ i-.-. 

{F)  Had  and  would  may  be  added  in  the  same  manner, 
the  sign  halved  being  always  written  through  the  line. 

it  had  which  would  she  had  they  would 

244.  Theoretically  the  dash-vowel  word-signs  are  shorter 
than  the  half-lengths,  and  the  ticks  for  the,  a,  an,  and,  he, 
and  /  are  shorter  than  the  vowel-signs,  although  there  is  no 
difference  in  the  naming  of  such  signs. 


TWENTY-THIRD   LESSON.  I4I 

(a)  The  Graham  nomenclature  distinguishes  the  dash- 
vowel  signs  and  ticks  from  the  half-lengths  by  adding  the 
syllable  oiW  to  the  former;  thus,  "do-the"  {D^- Retold)  ; 
"  or- the  "  (  Tefoid  ^  -  Retold) . 

245.  Derivatives  may  be  formed  from  the  above,  or  any 
preceding  or  subsequent  list  of  word-signs  by  prefixing  or 
affixing,  joining  or  disjoining,  according  to  convenience,  the 
consonant  or  consonants  necessary  to  form  the  derivative ; 
thus,  Lay  is  added  to  "  world "  for  "  worldly,"  N-lss  to 
"great"  for  "greatness,"  L  to  " gentleman "  for  *•' gentle- 
manly; "  N\%  prefixed  to  "  kind  "  for  "unkindly,"  etc. 

246.  When  a  regular  verb  is  represented  by  a  full-length 
stroke,  the  past  tense  may  generally  be  indicated  by  making 
that  sign  half-length. 

remember  remembered     equal  equaled       care         cared 

^ ^ ^IZ ^ j~. c± 

247.  Read  and  copy  the  following  exercise  ten  times. 

READING   EXERCISE. 


>_ 


\> Xv f» Q-p_ J__\ 


142  COMPLETE   SHORTHAND  MANUAL. 


-/Z 


._^- 


L 


i — ^=1- 


> 


h. 


^\ 


ys? i;2 — ^cr>., 


.^-. 


V 


1- 


V 


-f- 


:::^. 


ij. 


►.^1^- 


^•_ 


-^    ^  ^."x 


A  - 


s-i- 


\ 


X     >      .      X 


TWENTYrTHIRD  LESSON. 


143 


% 


^^V-,.. 


)    (   - 


.-Lx-1L.J-c.LgL 


■V 


)  0  (5-^ 


r- 


£-1-^.-^-'    ^ 


■■X.-I— /     ^  "•  '^    V 


v^ 


^__J_-L_:1 


^. 


■<j> 


^-ii.-n_^_. 


.  _(n>___!i-~i/?^ 


■r 


)■ 


V 


-I-. 


248.  The  following  sentences  contain  all  the  half-length 
word-signs.  Practice  writing  the  same  until  they  can  be 
written,  from  dictation,  three  times  in  tiventy-five  mitiutes. 


144  COMPLETE  SHORTHAND  MANUAL. 

WRITING  EXERCISE. 

He-says  he-made  and  put  these-things  together.  It-is 
quite  likely  he-went  to-his  work  immediately  after-the  gen- 
tleman called.  The  Lord  is-as  good-as  he-is  great.  We 
heard  that-the  gentleman  could-not  account  for-the  astonish- 
ment, and-for  \\\\%-reason  they-will  naturally  want  to  know 
more  about  it.  If  it  were-not  for-his  good-nature  we  would- 
be  somewhat  inclined  to  let-the  opportunity  pass.  Is-that 
his  footstep?  It- is  seldom  that  he  adds  a  new  feature  to-the 
establishment.  It-is  little  use  to  ask  him  what  he-will-do 
in-the  future.  They-are  pretty  sure  to  establish  a  hundred 
of-them  this  year.  He-has-not  been  here  since  Sunday. 
He-may-not  /a)'-the  amount  until-it-is  too  late  to-be  of 
serz)ice  to  him.  The  amount  equaled  one  hundred  dollars. 
He-is-not  going  till-it-is  settled  as-it  should-be.  They  cared 
nothing  about  his  authority.  Let  them  go  on  with-the  work 
if-they  wish.  Let  us,  in-the  spirit  of  truth,  be  particular  to 
read  from-the  word  of  God.  He-will  astonish-the  people 
throughout- the  world,  and  this- is  what  he  wishes  to  do, 
and-is  what  I  told-you  I-thought  he-would-do.  It-will-not- 
be  to-his  immediate  advantage,  under  the  present  state  of 
affairs,  to  establish-the  institution  according  to-his  idea  of 
what  is  right.  We-are-not  astonished  to  learn  that  he  cared 
nothi?ig  about  them.  We-do-not  and  cannot  think  that 
it-will-be  kind  or  in-order  for-them  to  act  in-this  manner 
toward-them.  He  did-not-do  these-things  until-it  was  too 
late  to-be  of  service  to-us.  They  had-not  valued-the  estate 
at-the  time  we  called ;  however,  we-may-not-be  rightly 
informed  on-the  subject.  I-am-not  sure,  as-it-has-been 
claimed,  that  he  used-the  goods  without-the  consent  of-the 
gentleman  of-the  house.      We-will-not  mind  what  he-xoyj 


TWENTY-FOURTH   LESSON. 


145 


without-he  gives  ^.-better  reason  than  that  which  he-has  yet 
presented.  We  might  say  it-has-not,  and  will-not-be  called 
for  for  some  time  to  come.  Did  he-say  "  which-will-not," 
"are-not,"  or  "am-not"?  She  is-not  coming  this  way 
till-it-is  settled  as-it  should-be.  It-was  the  most  natural 
thing  in-the  world  for-him  to  have  said,  "  I  would  as  lief 
come  as-not."  Did-the  gentleman  say,  "is-it,"  "some- 
what," or  "has-it"?  He-will  tell  it  to-the  whole  world 
should  an-opportunity  be-presented.  We-are-not  dX-present 
prepared  to  say  what  we-will-do. 


TWENTY-FOURTH   LESSON. 


CONTRACTIONS.  — SECOND    LIST. 

249.  Contractions,  like  the  word-signs,  must  be  thor- 
oughly familiarized.  The  following  list  to  be  written  fifty 
times.  It  may  seem  something  like  a  task  to  practice  the 
sentences  until  they  can  be  written  within  the  specified 
time ;  still,  this  is  absolutely  necessary,  if  the  learner  expects 
to  become  a  reporter.  The  frequently  recurring  words  must 
be  so  thoroughly  familiarized  that  they  can  be  written  with 
the  rapidity  of  speech,  and  the  ability  to  do  this  is  accom- 
plished by  writing  the  words  again  and  again,  either  sepa- 
rately or  in  sentences. 


jrr? —  acknowledged,  K-fed"^ 
J^—  afterward,  Fef^Werd 


-K 


anticipate,  Ent-iss-Pef^ 


f 


intelligible-y,  Ent-f^-Bel 


'.  influential,  N^'^-Shel 

^^*.  investigation,  N-V'^-iss- 

eshon 


146 . 


COMPLETE  SHORTHAND  MANUAL. 


acquaint-ed-ance,  K--Net 


caj)able-ility,  K-Bel'^ 


tzz^  manuscript,  M  JV-iss- 
_l!^^  onward,  Rei'^-Werd 


V.^_  forward,  F^-Werd  \  J\  _^  practicable-ility,  iVr^-iT^r/ 


^ 


inconsistent,  N-ses-Tent 


indiscriminatetion,  End' 

iss-K 

___^_  indispensable-y,  End-iss 

Pais  -^ 

__J_^  intelligence,  Ent-Jetts~ 

__^_ intelligent,  E>it-/ent- 

2_    interest,  Net-iss-T'^ 


_,  probable-ility,  Per'^-B 
phonographer,  Fen  ^  -  Ray 


^32  phonographic,  Fen'^-K 


."\ 


remarkable,  Mer-Bel"^ 
/-^  representative,    Ray  2  P 


five 


_^A3_  representation,   Ray'^  P- 
shon 


Jzir^  transcript,  Tcr--iss-K  Pet. _^___   understand.    End  iss- 

Tend'^ 


_Le. 


transgress,  Ter'^-issGay-\    __>^__   understood,  ^«^-wj-7>(/'- 


250.    The  following  exercise  to  be  read  and  copied  kn 
times. 


kj/.. 


READING    EXERCISE. 


-\ 


_\_ 


A. 


_\_J___rf- 


_?— „ 


A. 


._L.  __ 


--/-J- 


TWENTY-FOURTH  LESSON.  147 

__.__:._  .__:r\.  __|  __^  JL.:i  _L_.)  ..:„ 


148  COMPLETE   SHORTHAND   MANUAL 


U-      'X  •  y  V-^     /       „       ^     <^ 


.P- 


_X_^___..___ __-::^-_ 

251.  The  following  sentences  contain  all  the  contractions 
in  the  second  list.  Practice  writing  them  until  they  can  be 
written,  from  dictation,  //iree  times  in  ten  minutes. 

WRITING   EXERCISE. 

The  truth  of-the  entire  matter  was  acknowledged  after- 
ward by-the  representative.  They  anticipate  much  pleasure. 
He  understood-the  practicability  of-the  subject  which-was 
up  for  investigation.  We  understand  that  he-will  /^j'-the 
interest  within/^?//;-  days.  She  is  an  acquaintance.  No  one 
dflubts-\h&  man's  capability.  They  were-not  understood. 
The  understanding  was  that  he-was  acquainted  with-him. 
If  you-are  ready  you-may  speak  with-them.  We-did-not 
question-the    gentleman's  intelligence.     The  probability  is 


TWENTY-FIFTH   LESSON.  1 49 

that  an  indiscriminate  use  of-the  manuscript  is  practicable. 
The  man  who-is  making-the  investigation  is  influential,  intel- 
ligent, capable,  and  a  remarkable  phonographer.  Another 
intelligible  transcript,  which-will  greatly  interest-the  phono- 
graphic representation,  will  go  forward  within  z.-few-days. 
It-is  inconsistent  for-him  to  further  transgress-the  laws, 
which  are  indispensable  to-the  highest  good  of-the  people. 
He-is  a-man  of  intelligence,  and  says  he-will  go  onward 
rather  than  backward.  Whether  your  time  calls  you  to-live 
or  die,  do  both  like  a  prince.  We-will-not  anticipate-the 
general  question. 


TWENTY-FIFTH   LESSON. 
PREFIXES. 

252.  In  the  preceding  lessons  there  has  been  presented 
the  principle  of  writing  to  the  consonant-strokes  small  and 
large  circles,  small  and  large  loops,  small  and  large  hooks, 
initial  and  final ;  strokes  have  been  lengthened  and  made 
half-length ;  and  as  these  strokes  are  not  subject  to  further 
modification,  there  are  needed,  in  order  to  attain  greater 
speed  in  writing,  other  principles  or  sources  of  brevity. 
This  is  secured,  not  by  new  characters  or  signs,  but  by 
putting  those  already  presented  to  other  uses ;  for  instance, 
many  words  begin  with  a  prefix,  —  the  first  syllable  of  many 
words,  —  and  instead  of  writing  these  frequently  occurring 
syllables  in  full,  they  are  represented  by  a  disjoined  stroke, 
half-length,  circle,  dot,  or  tick. 

253.  Con,  com,  cog,  expressed  by  a  light  dot  placed  before 
the  remainder  of  the  word. 


I50  COMPLETE   SHORTHAND   MANUAL, 

convey  complain  cognate  combine 

.__j^ ^ y__ ^ 

254.   Accom,  expressed  by  a  heavy  dot  placed  before  the 
remainder  of  the  word. 

accompany  accommodation  accomplish 


5- 


255.    Circum,  self,  expressed  by  iss  written  beside  the 
first  stroke  of  the  remainder  of  the  word. 
circumspect  self-respect  self-knowledge 

.....^. .... 


256.  Contra,  contro,  counter,  expressed  by  a  short  dash 
written  at  right  angles  with  the  first  stroke  of  the  remainder 
of  the  word. 

contraband  countersign  contradict 

\ L 

257.  Decom,  discom,  discon,  expressed  by  D  written  near 

the  remainder  of  the  word. 

dccomi)ose  discontinue  discomfort 

1.^ !'^<. 1^.. 

258.  For,  fore,  expressed  by  F  written  before  the  re- 
mainder of  the  word. 

fore-father  fore-finger 


.u 


TWENTY-FIFTH    LESSON.  151 

259.  Jncom,  incon,  incogs  expressed  by  N  written  near 
the  remainder  of  the  word  and  above  the  line. 

incomplete  inconstant  incognito 

_  _7;^^_ ^_._ J^z..-. 

260.  Intro,  inter,  enter,  expressed  by  Net  written  in  any 
position  near  the  remainder  of  the  word. 

interpose  introduce         entertain 

^^ -4. ■■^J---- 

261.  Magna,  inagni,  expressed  by  M  written  above  the 
line  and  partly  over  the  remainder  of  the  word. 

magnanimous  magnify  magnitude 


262.   Miscon,  iniscoin,  expressed  by  M-iss  written  above 
the  remainder  of  the  word. 


miscomputation  misconduct         miscompute 


.:i. 


263.  Noncon,  noncom,  expressed  by  Nen  written  above 
the  remainder  of  the  word. 

noncontent         noncompliance  noncommittal 

: ^.... :l ..^- 

264.  Recon,  recom,  recog,  expressed  by  Ray  written  near 
the  remainder  of  the  word  ;  Irrecon  is  expressed  by  R,  the 
down  or  curved  stroke  for  r. 

reconcile  recompense  recognize        irreconcilable 

^V: ._^\^ ^^.. "S^.  _. 


152  COMPLETE   SHORTHAND  MANUAL. 

265.  Uncon,  uncom,  expressed  by  N  written  near  the 
remainder  of  the  word,  but  on  the  line. 

uncompressed        unconscious        uncombined 

.Ok .-^J.. .^>L... 

266.  Unrecom,  unrecon,  unrecog,  expressed  by  Ner  writ- 
ten partly  over  the  remainder  of  the  word. 

unrecorapensed  unrecognized  unreconcile 

PREFIX  REPORTING  PRINCIPLES. 

267.  A  syllable  preceding  any  prefix  sign  given  above 
may  be  joined  to  such  prefixes. 

undecompose        unforeseen         unmagnified         uncontradicted 

^\^ ::ri^ ...^:::^, _ ^^.. 

268.  Con,  cotn,  cog  may  sometimes  be  expressed  by 
commencing  the  next  word  partly  under  the  preceding 
word. 

generally  contented     they  will  compensate     in  this  connection 

y. ^ J:L>, 

269.  The  reporter  may  safely  join  many  prefixes  instead 
of  disjoining  them. 

foreswear        inconvenient             entertain            interview 
--W^- -^ ^ ^.- 


TWENTY-FIFTH   LESSON.  1 53 

270.  Word-signs  may  also  be  used  as  prefixes,  and,  with 
the  exception  of  under,  they  retain  their  position  when 
joined. 

although  to-morrow        undertake  almost        forenoon 

•t ^. -^ ::?...-...k_,.. 

(a)  In  the  word  "  forenoon,"  the  prefix  fore  is  always 
Joined;  in  "  afternoon  "  the  prefix  after  is  disjoined. 

READING   EXERCISE. 


cc_A.-r^----1----^-/'- 


-A* 


L |___  _™^____\___l °v \_5. 


154  COMPLETE   SHORTHAND   MANUAL. 


_T__l„^- __r:l..^-..V- 


^  ^^_. -fr-__ /_ __^.__,^....-^-„l:._r_- 


-V— ^^ ^--^-- 

271.  Write  the  following  exercise,  correct,  and  rewrite 
ten  tiffics. 

WRITING    EXERCISE. 

Cognate,  complain,  accomplish,  circumscribe,  counter- 
check, contravene,  countermine,  foreland,  fore-foot,  fore- 
noon, unforeseen,  intercourse,  interfere,  introduce,  inter- 
jacent, intertwine,  interview,  magnify,  misconjecture, 
circumference,    circumstance,    circumvention,    discontent, 


TWENTY-FIFTH   LESSON.  1 55 

disconsolate,  incompatible,  inconclusive,  irreconcilable, 
miscompute,  misconstrue,  noncompliance,  nonconformist, 
recompense,  recombine,  uncompressed,  unrecognized,  small 
compensation,  although,  almost. 

I-shall  consider  it  an  accommodation  if  he-will  accompany 
me  on-the  journey.  Circumstances  are  such  that  it-will-not- 
be  possible  for  me  to  communicate  with-them.  It-will 
greatly  incommode  him  if-they  interpose.  After  comparing 
his  notes  with-the-other  members  of-the  committee,  he  came 
to-the  conclusion  that-the  circumference  was  greater  than 
was  really  necessary.  In-the  conversation  he-was  noncom- 
mittal on-the  subject  of-his  misconduct.  He  contradicted- 
the  report  concerning  his  having  received-the  countersign, 
and  this  ended-the  controversy.  He-has-been  compelled 
to  discontinue- the  paper,  although  this  will  discommode  his 
many  friends.  It-is  said  he-will  introduce-the  resolution 
at-the  next  meeting  of-the  committee.  He-is-not  aware 
of-the  magnitude  of-the  undertaking.  He-is  a  man  of 
great  self  respect  and  courage.  He-will  recommend-the 
passage  of-the  bill  at-the  next  session  of  Congress.  She-was 
unconscious  several  moments  after-the  accident.  We  under- 
stand his  compensation  was  to-be-the  contribution  received 
in-the  forenoon  and  afternoon. 

Practice  the  following  letter  until  it  can  be  written,  from 
dictation,  four  times  in  seven  nmiutes. 
Messrs.  Jones  cr'  Smith,  Albany,  A''.  Y. 

GE>rrLEMEN,  —  Having  become  firmly  established  in-this 
city,  and  owing  to-the  improvement  in  our  business,  which 
is  rapidly  developing  itself,  we  feel  desirous  of  opening  an 
account  with-your  house,  and  would-be  pleased  to  have  you 
fonvard  us  your  terms  of  settlement,  together  with  a  trade 
list  of-your  publications,  and  some  of-your  complete  cata- 


156  COMPLETE   SHORTHAND   MANUAL. 

logues,  upon- the  receipt  of- which,  and  your  conditions  be- 
ing accepted,  our  Mr.  Claxton  will  call  upon  and  furnish  you 
with  all-the  necessary  information  regarding  our  business 
and  standing.     Waiting  for-your  reply,  we-are,  gentlemen. 
Yours  truly, 

Claxton  &  Co. 

REVIEW   QUESTIONS.  —  Twenty-fifth  Lesson. 

I.  How  are  the  prefixes  con,  com,  cog  expressed?  2.  Accomf 
■3,-  Circum,selff  a,.  Contro,  contra,  counter  f  i.  Decom,discon, 
discomf  6.  For,  fore?  7.  Incoin,  incog,  incon?  8.  Inter, 
intra f  g.  Magna,  tnagni f  10.  Miscon,  juiscom  f  \\.  Noncotn^ 
noncon?  12.  Recon,  recom,  recogf  13.  Irreconf  14.  Uncom, 
unconf  i^.  Unrecom,  unrecog,unrecon?  16.  How  is  a  syllable 
preceding  a  prefix  indicated?  17.  How  may  con,  com,  cog, 
sometimes  be  expressed  otherwise  than  by  the  dot?  18.  What 
is  said  about  joining  the  prefixes?  19.  Are  word-signs  ever 
used  as  prefixes  ? 


TWENTY-SIXTH   LESSON. 
AFFIXES. 

272.  The  ease  and  speed  of  writing  are  still  further 
increased  by  the  use  of  signs  to  express  certain  frequently 
occurring  syllables  at  the  end  of  words. 

273.  Bk-y  may  be  expressed  by  a  joined  B. 
sensible        fashionable        advisable        profitable-y 


274.   For,  fore,  far  may  be  expressed  by  a  joined  F. 


TWENTY-SIXTH  LESSON.  1 57 

therefore         wherefore  so-far  as-far-as 

275.   Ingly  may  be  expressed  by  a  heavy  disjoined  tick, 
written  in  the  direction  of  B  or  /. 

knowingly  lovingly  willingly  seemingly 


.-Q^ C- 


2'i6.  Lesstiess  may  be  expressed  by  ses,  written  at  the 
end  of  the  preceding  part  of  the  word. 

lawlessness  carelessness  recklessness 


277.  Mental  or  ttientality  may  be  expressed  by  Ment 

disjoined. 

fundamental  instrumental-ity 

__^^ _J__„.._. 

278.  Ology  may  be  expressed  byy,  joined  or  disjoined. 

zoology  physiology  theology 


-)/----V- 


279.    Ship  may  be  expressed  by  Ish,  joined  or  disjoined, 
lordship  courtship  friendship  ownership 

y. ^     ■'    ^ 


-^ -J? — s^- — 

280.    Soever  may  be  expressed  by  iss  -  V. 

whensoever  wheresoever  whosoever 

.-.^.J^L ^ (.. 

(^)    When  convenient,  the  reporter  frequently  joins  the 
prefixes  and  affixes. 


158  COMPLETE   SHORTHAND   MANUAL. 

281.   The  syllables  ality,  ility,  arity  may  be  expressed  by 
disjoining  the  consonant  preceding  the  syllable. 

instability  formaljty  popularity        prosperity 

.___._-::fv--?-T--V--V-- 

{a)  Bleness,  fullness,  sameness  may  be  expressed  by  a  small 
circle  written  at  the  end  of  the  preceding  part  of  the  word, 
teachableness        mournfulness        irksomeness 


TO  THE  LEARNER. 

282.  Take  every  opportunity  to  analyze  and  mentally 
outline  words.  Read  an  article  and  note  what  words  are 
word-signs  and  contractions,  at  the  same  time  recalling  the 
sign.  Do  the  same  with  words  to  be  written  in  full,  and 
learn  to  do  it  quickly ;  of  course,  the  more  practice  you  get 
in  writing  the  outlines  which  you  form  in  the  mind  the 
sooner  you  will  be  able  to  make  practical  use  of  shorthand. 
Be  regular  in  your  study.  Do  not  let  a  day  pass  without 
giving  some  portion  of  it  to  either  writing  or  reading.  More 
will  be  accomplished  by  devoting  fifteen  minutes  a  day,  and 
as  near  a  certain  hour  as  possible,  than  by  two  hours  irreg- 
ular practice  as  opportunity  offers. 

283.  The  following  exercise  to  be  read  and  copied  ten 

iwies. 

READING   EXERCISE. 


-"^— \— "V 


^  0/ N\ 


TWENTY-SIXTH  LESSON.  1 59 


-O-   ( 


.)_: 


i_-i__/-_f^. 


.:^. 


,/_(_. 


-w^ 


2^o c^ 


y- -1.- 


_^_._„':v.-.==z:^„,_^_.-L_l_l.l^. 


J_/ (T^ /:ri_-i ./trs cfT^v 


-i?- 


l6o  COMPLETE  SHORTHAND   MANUAL. 


..^-..,. 


284.  The  following  exercise  is  to  be  written,  corrected, 
and  then  rewritten  ten  times. 

WRITING   EXERCISE. 

Insurmountable,  accountable,  questionableness,  skillfulness, 
faithfulness,  wherefore,  laughingly,  seemingly,  groundlessness, 
thankfulness,  monumental,  supplemental,  fundamental,  oste- 
ology, phrenology,  theology,  fellowship,  friendship,  township, 
whomsoever,  whensoever,  frugality,  principality,  instability. 

We-are  ready  for-the  goods  ordered  of-you  several- 
days  ago ;  therefore,  you-will-please  forward-them  at-once. 
Through  his  instrumentality  the  work  was  accomplished. 
They  keenly  feel-the  disgrace  into  which  he-has  fallen. 
He-is  a  very  sensible  man  and  well  posted  in  mineralogy, 
zoology,  and- physiology.  To  cover  present  shipment  we 
apply  for  funds  to  Thomas  Smith,  of  Albany.  We-are  glad 
to  hear  of-your  prosperity,  and  trust  you-will  continue  to 
grow  in  popularity  with-the  people  where  you-live.  Your 
order  came  duly  to  hand,  and-it  shall-have  our  immediate 
and  personal  attention.  The  plausibility  of-his  popularity 
in-his  own  township  is  altogether  probable.  Hereafter 
your-letters  shall-have  our  immediate  attention.  Study 
condensation  in-your  style  of  composition,  and-thus  con- 
travene constant  criticism. 

The  following  letter  is  to  be  practiced  until  it  can  be 
written,  from  dictation,  four  times  in  five  minutes. 


TWENTY-SEVENTH   LESSON.  l6l 

John  Smith,  Buffalo,  N.  Y. 

Dear  Sir,  —  I  acknowledge-the  delay  in-the  payment  of- 
your  account,  but  I  assure  you  it-is  unavoidable,  and  quite 
impossible  for  me  to  settle  at-present,  by  any  means  at  my 
command,  nor  can  I- do- so  before-the  expiration  of  sixty 
days,  at-least,  from  date.  As  your-letter  is  pressing,  may  I 
suggest  a  negotiable  promissory  note  from  me  for-that  time. 
If  agreeable,  please  notify  me,  and  at  maturity  it-will-be 
honored  upon  presentation.  I  remain. 
Yours  truly, 

W.  B.  Noble. 

REVIEW  QUESTIONS.  —  Twentt-sixth  Lesson. 

I.  How  are  the  affixes  ble  and  bly  expressed?  2.  For,  fore, 
tnd  far?  ^./ng/y?  4.  Lessness  f  i.  Mental  2Sidi  mentality  f 
6.  O  logy  and  a  logy  ?  7.  Ship?  8.  Soever?  9.  How  may  the 
syllables  ality,  ility,  and  arity  be  expressed  ? 


TWENTY-SEVENTH   LESSON. 

OMISSION   OF  CONSONANTS.  — OMISSION   OF 
W^ORDS. 

285.  If  the  directions  for  study  and  practice  given  in  the 
preceding  lessons  have  been  faithfully  followed  you  should 
be  able  to  write  any  word  in  the  English  language,  and  with 
the  best  outline  for  that  word.  Rules  have  been  given  for 
the  complete  consonant  expression  of  words  and  the  full 
vocalization  of  the  same,  and  if  you  have  learned  them  as 
thoroughly  as  you  ought,  you  will  have  no  difficulty  in  writing 


1 62  COMPLETE   SHORTHAND   MANUAL. 

any  word  in  the  language.  You  should  be  possessed  of 
such  a  thorough  knowledge  of  the  principles  and  outlines 
as  to  make  the  practice  of  shorthand  writing  easy,  pleas- 
urable, and  useful. 

OMISSION    OF    CONSONANTS. 

286.  To  add  somewhat  to  speed,  certain  consonants 
which  are  scarcely  heard  in  the  ordinary  pronunciation 
may  be  omitted. 

287.  P  in  such  words  as 

consumption   resumption  exemption       tempt        pumpkin 

288.  T  following  s  in  such  words  as 

custom  lastly  testify  costly         postponed 


{a)  Z'is  omitted  in  the  phrase  "just  as,"  which  is  written 
with  the  ovSXxnt  J-scs. 

289.  Occasionally  a  consonant  which  is  distinctly  heard 
may  be  omitted,  providing  such  omission  saves  a  difficult 
outline,  as  ;/,  r,  and  k  in  such  words  as 

passenger  transaction  describe  explain 


290.  The  above  are  only  given  as  examples  as  to  what 
the  advanced  writer  may  do  by  way  of  omitting  consonants. 
The  reporter  may  safely  omit  any  consonant  that  would  not 
endanger  legibility. 


TWENTY-SEVENTH   LESSON.  1 63 

OMISSION    OF   WORDS. 

291.  The  phrase  of  the  may  be  implied  by  writing  the 
word  following  the  phrase  close  to  the  word  preceding  it. 

close  (of-the)  week  most  (of-the)  people  one  (of-the)  greatest 

292.  2^0  may  be  impUed  by  writing  the  next  word  just 
below  the  line  of  writing. 

to  give  to  it  to  do    to  which    to  you 


-W" 


{d)  This  position  is  never  used  to  indicate  to  before  me 
Dr  my.  In  such  cases  the  to  must  be  prefixed  to  the  follow- 
ing me  or  my,  to  distinguish  from  to  him. 

to-me  to-my  to-him 


(b)   When  a  word  is  written  below  the  line  to  imply  to  it 
is  «!aid  to  be  in  ^^  fourth  position. 

293.    Have  may  be  omitted  when  it  precedes  been  and 
ione. 

shall  (have)  been    shall  (have)  done    cannot  (have)  done 

...:i 


<~ — f 


294.  The  advanced  writer  may  safely  omit  any  word  that 
ynust  and  naturally  will  be  supplied  to  complete  the  sense, 
!ts  ja  the  following  illustrations  :  — 

again  and  again    hand  in  hand    word  of  God 


164  COMPLETE  SHORTHAND   MANUAL. 

more  or  less        in  the  world        according  to  that 

<-^. rrr 2 


(a)  The  principle  of  omitting  words,  however,  must  not 
be  carried  to  that  point  where  it  would  be  difficult  to  decide 
as  to  the  proper  word  to  be  supplied. 

295.   The  following  exercise  is  to  be  read  and  copied  ^en 

times. 

READING   EXERCISE. 

_k_.._.b^. ^.— .r=> ~A-— '5^_ 

_^__S ^:._^„.^._ 


^ 

^ 


TWENTY-SEVENTH   LESSON.  1 65 

^U= ^- )^.__^ 


•  • 


n  rr 


""""  ( 

^  ) 


zaJ__l__«-j...:...v,__:__i 


--/'. 


.k„^_.___L_.)__?^. 


-\- 


.v.._L.-^._:. 


> 


1 66      COMPLETE  SHORTHAND  MANUAL. 


-K 


'^_ i_ Ac.--U-.J-:-j-ix 


WRITING   EXERCISE. 

Pumped,  camped,  limped,  cramped,  exemption,  Sampson, 
anxiety,  function,  compunction,  distinction,  priestly,  post- 
mark, postoffice,  boastful,  contestable,  mostly,  tasteless,  con- 
struction, refraction,  production,  instruction,  merchandise, 
demonstrate,  transcend,  transfer,  transport,  transplant,  priest- 
craft, transcribe. 

Noise  (of-the)  engine,  close  (of- the)  day,  time  (of-the) 
day,  close  (of-the)  month,  (to)  advantage,  most  (of-the) 
money,  many  (of)  those,  to-me,  (to)  go,  (to)  him,  to-my, 
place  (to)  place,  city  (to)  city,  house  (to)  house,  will 
(have)  been,  more  (or)  less,  over  (and)  over,  shall  (have) 
been,  fineness  (of-the)  fabric. 

Write  the  following  sentences ;  correct,  and  rewrite  until 
they  can  be  written,  from  dictation,  ^/iree  times  in  seventeen 
mijiutes. 

We-cannot  sanction  such  a  foolish  attempt.  The  passen- 
ger says  the  destruction  (of-the)  temple  was  complete.  I- 
will-call  and   see-you   sometime    about-the   close    (of-the) 


TWENTY-SEVENTH  LESSON.  l6j 

week.  He-is  one  (of-the)  greatest  statesmen  in  (the) 
world.  We  intend  (to)  give-it  our  attention  at-the  earliest 
possible  moment.  He-was  very  anxious  (to)  receive  his 
exemption  papers  before-the  first  (of-the)  month.  The 
lady  was  very  anxious  to  purchase  a  very  costly  garmento 
The  conductor  gave  directions  (to-the)  messenger  to  call- 
the  passenger  at  four  o'clock.  He  said  he  would  de- 
scribe-the  entertainment  (to-the)  best  of-his  ability.  Please 
let-US  know,  sooner  (or)  later,  (to)  whom  you-refer.  There- 
must-be  some  mistake  about  this-matter;  still,  it-may-be 
that  he-is-right.  Every  morning  and-evening  he  reads 
from-the  word-  (of)  God.  They  went  hand  (in)  hand 
down  towards-the  river.  He-said  he-would  send  (to)  you 
for-the-money  before-the  last  (of)  this  week.  The  farm 
contains  eighty  acres,  more  (or)  less.  With- that  fatal 
disease,  consumption,  he  sank  lower  from  day  (to)  day. 
The  passenger  and  messenger  were  very  anxious  (to)  learn 
the  truth  (of-the)  remark  concerning-the  trip,  which  is-said 
(to-have)  been  a  very  costly  one,  (To)  whom  does-the 
husbandman  owe-the  instruction  received  at-the  close  (of- 
the)  day?  "There-is  none  better  in  (the)  world,"  was  his 
remark.  Sooner  (or)  later  he-intends  (to)  give  some  (of) 
them  considerable  money.  It-seems  (to)  me  the  remark 
was-not  well  chosen.  The  boy  had  a-watch,  but-he  could- 
not-tell-the  time  (of)  day.  They-had  already  promised 
to-give-you  the  work  as-soon-as  your  services  were  needed. 
He-is  anxious  to  have-you  come-up  (to-the)  city  as-soon-as 
convenient.  There-can-be  no-doubt  about-the  truth  of-his 
Statement. 


1 68  COMPLETE  SHORTHAND  MANUAL. 

TWENTY-EIGHTH   LESSON. 

MISCELLANEOUS   PRINCIPLES. 

296,   Enlarging  the  brief  way  and y ay. 

{a)  A  brief  way  word-sign  enlarged  in  its  natural  direc- 
tion adds  to  it  another  brief  way  word-sign  (we,  with,  were, 
what,  would). 

we  were         would  we    were  with       what  would 

_.= _.D C  = _ 

{b)  Enlarging  the  brief  way  word-signs  we,  with,  were  in 
the  direction  of  Ray,  and  the  brief  signs  what  and  would  in 
the  direction  of  Chay,  adds  to  the  sign  enlarged  a  brief  y ay 
word-sign  (ye,  year,  yet,  beyond,  you). 

with  you         were  you         what  year      would  5'ou 

.U CL 


(r)  Enlarging  a  brief  ray  word-sign,  in  its  natural  direc- 
tion, adds  a  brief  way  word-sign. 

vou  would       ve  were  vou  were       ye  would 

.L_^...._.„._"-.-'_......l.D. ^.. 

(^)  The  context  will  readily  determine  what  word  is  to 
be  added  by  enlarging  a  sign. 

297.  A  heavy  tick,  written  in  the  direction  of  P  or  Chay, 
may  be  joined  to  a  word-sign  to  represent  their,  there,  they 
are. 


TWENTY-EIGHTH   LESSON.  1 69 

would  there       since  their         should  there         can  there 


{a)  A  heavy  tick  may  also  be  used,  disjoined,  at  the  end 
of  a  word,  to  express  ing  and  a  following  ^heir  or  ^here. 

doing  their  having  their  staying  there 

I  ^  r- 


298.  When  jou  begins  a  phrase,  and  is  followed  by  a 
perpendicular  or  sloping  stroke,  it  may  be  joined  as  a  hook, 
practically  an  r-hook,  written  on  the  line ;  on  I/A  and  F  the 
hook  is  turned  on  the  back  of  the  curve. 

you  be        you  do     you  shall        you  have      you  think 
-^ ^-  -^ \; ^ 

299.  In  phrase-writing,  the  /-hook  on  JC  and  Gay  may 

represent  we. 

we  can    we  give       we  cannot 


300.  The  brief  sign  for  7ae  and  you  when  written  in  a 
phrase  may,  if  more  convenient,  be  reversed. 

send  you      shall  we  not         when  you     we  remain 

....-^^ ^ .T^r:::^ 

301.  The  initial  or  final  hook  of  a  word-sign  may  some- 
times be  omitted,  provided  the  writing  of  the  hook  would 
prevent  the  formation  of  a  desirable  phrase  sign. 

it  can  only  be  it  has  been  said       human  soul 

- ^  -  - -4 -^ 


170  COMPLETE   SHORTHAND  MANUAL. 

302.  Forth  may  be  represented  by  the  /-hook  written  to 
a  full-length  straight  stroke.  / 

set  forth      call  forth 

303.  A  circle  word-sign  may  be  prefixed  to  a  word-sign 
beginning  with  a  circle  by  enlarging  the  circle. 

as  soon  as        has  some    his  subject 

£-^ £C^_ !L 

304.  In  may  be  represented  by  an  /«-hook. 

in  some  in  consideration  in  settlement 

____^ \ I 

{a)  The  z«-hook,  whether  used  for  the  syllable  in,  en,  un, 
or  the  preposition  in,  is  written  in  the  position  of  the  word 
to  which  it  is  joined. 

305.  In  expressing  round  numbers,  hundreds,  thousands, 
millions,  use  the  shorthand  sign. 

four  hundred  seven  thousand  eight  million 

^.^ Ti- !£:_ 

306.  If  it  is  found  necessary  to  distinguish  words  con- 
taining the  same  consonants,  it  may  be  done  by  difference 
of  outline,  difference  of  position,  or  by  inserting  the  accented 
vowel.     The  latter  method  is  preferable. 

307.  Not  is  frequently  indicated  by  the  half-length  prin- 
ciple and  the  ;/-hook. 

we  will  not         have  not         do  not         if  not 

*o J 


TWENTY-EIGHTH   LESSON.  I71 

308.    For  the  full  consonantal  expression  of  a  word  it  will 

be  found  necessary,  occasionally,  to  disjoin  a  syllable,  but 
♦die  same  must  be  written  near  the  remainder  of  the  word. 

critic  Stoneman        non-payment 

-- I^...._I 


309.  The  following  rules  for  /,  he,  and  you,  in  phrase 
writing,  is  made  necessary  for  th^  reason  that  all  writers  are 
not  careful  to  make  sufficient  distinction  between  the  full 
and  half-length  strokes. 

{a)  Strike  the  tick  upward  for  /  and  he  on  cannot; 
downward  on  can. 

I  cannot  I  can  he  cannot  he  can 


(^)  Invert  the  word-sign  for  jou  when  joined  to  cannot; 
when  joined  to  can  it  retains  its  original  sign,  opening 
downward. 

you  cannot         you  can        if  you  cannot  if  you  can 


310.  Iss  may  be  used   in  phrase  writing  to  represent 
house ;  if  the  word  ends  with  is,  enlarge  the  circle. 

in  the  house     my  house  your  house    at  his  house 


— 1 


311.   The  following  exercise  is  to  be  read  and  copied  ten 
times. 


f72  COMPLETE  SHORTHAND  UANVAU 


READING   EXERCISR 


L    ' 


-^-/- 


.-.J/. 


4 


-D--^ 


s^r:il^.__\.. 


-v  -L- 


JI^__^ JL^^JT—. 


-LAX. 


-y 


i_ 


J 


A v/C—!. ^^_^_ -^rr- 


—  \        "^ 


r\ 


TWENTY-EIGHTH   LESSON.  1/3 


•c  c_ 


-\zj-i G-^-— '^ 


TO    THE    LEARNER. 

312.  Write  the  following  exercise  in  your  best  possible 
shorthand,  as  regards  principles,  size  of  writing,  and  spacing 
between  words  and  phrases ;  do  your  veiy  best.  It  should 
then  be  handed  to  a  competent  teacher  for  correction,  after 
which  write  it  again,  noting  corrections,  then  copy  it  slowly 
and  carefully  many  times,  —  twenty-five  or  more.  In  this 
way  you  will  become  familiar  with  brief  and  suggestive  out- 
lines, and  will  be  prepared  to  write  the  article  from  dictation, 
which  you  should  do  until  it  can  be  written  four  times  in 
seven  minutes.  The  method  of  practice  here  suggested  — 
having  correct  copy  and  then  writing  the  same  many  times, 
copying  it  carefully,  after  which  writing  from  dictation  — 
should  be  followed  in  the  writing  of  all  articles  in  your 
future  practice. 


174  COMPLETE  SHORTHAND   MANUAL. 

WRITING  EXERCISE. 

Letter-  Writing  gives  Intellectual  Culture.  —  Letter- writing 
is  one  (of-the)  most  practical  and  interesting  exercises  in 
English  composition,  —  one  that-is  suitable  for-persons  of- 
all  grades,  from-the  child  just  learning  to-write  (to-the) 
man  of  highest  attainments.  It  affords  exercise  in-spelling, 
grammar,  diction,  invention,  in  short,  in-all-the  elements  of 
composition,  and  gives  ease,  grace,  and-vivacity  of  style. 
Many  who-have  become  distinguished  in-other  kinds  of- 
writing  have  acquired  much  of-their  power  and  fluency  of 
expression  by-their  practice  of-writing  letters ;  and  some 
who-are  recognized  as  standard  authors  would  long-ago  have 
been  forgotten  but  for-their  admirable  correspondence. 

The  following  sentences  are  to  be  practiced  until  they 
can  be  neatly  and  correctly  written,  from  dictation,  in  three 
minutes. 

It-would  be  much  better  if  they-would  come  some-other 
day.  We-were  with-you  early  in-the  winter.  What-would 
you-have  us  do  with-the  money?  You-may  come  as-soon-as 
you-can  get-ready.  The  goods  I  ordered  last  Wednesday 
have-not  yet  come  to-hand.  I-was  very-much  pleased  with- 
the  contents  of-your-letter.  Men  spoke  long  before  they 
wrote,  because  speech  was-easy.  You-were  kind  and  con- 
siderate of-the  messenger  who  came  with-you.  Until-their 
case  is  disposed  of,  nothing  can-be-done  for-him.  By-their- 
own  statement  they-would  have  succeeded  had-he  been- 
there  as  promised.  They-will  be  down-there  on  or  before 
Saturday  of  next  week.  It-was  at-their-own  suggestion 
we-were  there  on-the  first  day  of-the  month.  Until  they- 
are  of-the  same  opinion  concerning-the  matter  to-which 
I-refer,  it-will-be  to-their  interest  to  remain  at  home.    With- 


TWENTY-EIGHTH  LESSON.  1/5 

their  permission  you-may  take-the  book  from-the  library 
and  keep  it  until-their  return. 

The  following  letter  is  to  be  practiced  until  it  can  be 
written,  from  dictation,  in  one  minute. 

Your-favor,  with  price-list,  received.  I-am  unable,  at- 
present,  to-go  to  New  York  for-the  selection  of-my  stock, 
and  believe  it  unnecessary,  as  I-am-willing  to-leave-the 
selection  to-yourselves.  I  enclose  order,  to-which  you- 
will-please  give-your  earliest  attention  and-forward  with 
as-little  delay  as  possible,  as  per  shipping  directions  at- 
tached. Send  only  choice  goods,  and  draw  at-pleasure, 
deducting- the  usual  discounts.  I-beg  to-refer-you  to- 
Messrs.  Moses  &  King. 

REVIEW   QUESTIONS.— Twenty-eighth  Lesson. 

I.  Enlarging  a  brief  way  word-sign  adds  what?  2.  Enlarg- 
ing a  brief  way  word-sign  in  the  direction  of  Chay  or  Ray 
adds  what?    3.  Enlarging  a  brief  y ay  word-sign  adds  what? 

4.  What  may  be  added  by  a  heavy  tick  at  the  end  of  a  word? 

5.  Disjoined,  what?  6.  When_j/<7?^  begins  a  phrase,  how  may  it 
be  written  to  a  perpendicular  or  sloping  stroke?  7.  In  phrase- 
writing,  how  may  we  be  expressed  on  K  and  Gay?  8.  When 
may  the  word-signs  you  and  we  be  inverted  ?  9.  When  may  an 
initial  or  final  hook  be  omitted?  10.  How  Ya2iy  forth  sometimes 
be  expressed  ?  11.  How  is  a  circle  word-sign  prefixed  to  a  word 
beginning  with  a  circle?  12.  What  is  said  about  the  e«-hook? 
13.  How  are  round  numbers  expressed?  14.  How  may  words 
containing  the  same  consonants  be  distinguished?  15.  How  is 
not  frequently  expressed?  16.  When  is  it  allowable  to  disjoin 
the  parts  of  a  word  ?  1 7.  How  is  the  tick  for  /  and  he  writ- 
ten when  joined  to  cannot f  18.  When  joined  to  can,  how? 
19.  How  \5yoii  written  when  joined  to  cannot?  20.  How  may 
house  sometimes  be  expressed  ? 


176  COMPLETE  SHORTHAND   MANUAL. 

TWENTY-NINTH   LESSON. 

PHRASE   WRITING. 

313.  Shorthand  writers  are  not  agreed  as  to  the  extent 
to  which  phrase  writing  can  be  profitably  carried.  Some 
phrase  but  Uttle,  others  a  great  deal;  and,  as  skilled 
reporters  can  be  found  among  the  advocates  of  each 
method,  one  is  in  doubt  which  to  pursue.  As  three  words 
can  be  written  together  as  quickly  as  two  can  be  written 
separately,  it  is  evident  that  phrase  writing  adds  to  speed ; 
but  it  must  be  done  in  accordance  with  well-defined  rules. 

It  should  be  understood  that  words  are  joined,  not  because 
it  is  convenient  to  join  them,  but  because  they  belong  to- 
gether in  a  phrase  or  clause.  The  following  rules  present 
the  whole  theory  so  far  as  it  refers  to  the  proper  joining 
of  words,  and  the  learner  should  thoroughly  familiarize  the 
same. 

314.      RULES    FOR    PHR,4SE    WRITING. 

I.     The  pronoun  is  usually  joined  to  a  following  verb. 
they-shall     it-mav-seem  he-had  we-think      you-will-be 


-i- 


-^'^ 1 ^-. 

II.     Words  that  modify,  limit,  or  describe  are  usually 
joined  to  the  words  modified,  defined,  or  limited. 

good-man  great-thing      very-important-matter 


III.     Verbs  are   usually  joined   to   one   or  more  words 
following. 


TWENTY-NINTH   LESSON.  1/7 

will-notbe-seen    thereare-many        shall-be  gave-him 

IV.  The  preposition  is  usually  joined  to  one  or  more 
words  following. 

for-him         in-this-matter    £or-you-must-be    from-this 

V.  Conjunctions  and  adverbs  are  frequently  joined  to  a 
following  word. 

as-soon-as         so-as  if-this        as-much-as  more-or-less 

--^- ^ k—-Y- — '^-'-~ 

315.  In  the  application  of  the  above  rules  to  phrase 
writing,  the  learner  must  have  regard  to  the  following 
cautions. 

(a)  Do  not  join  words  which  are  not  united  in  a  phrase 
or  clause. 

(3)  Do  not  use  phrase-signs  that  extend  too  far  above 
or  too  far  below  the  line. 

(c)  Do  not  form  phrase-signs  that  are  difficult  to  join. 

(^)  Do  not  form  a  phrase-sign  of  inconvenient  length, 
even  though  it  should  come  under  the  rules  of  joining 
words ;  it  would  be  better  to  divide  such  into  convenient 
parts. 

316.  There  should  be  no  straining  after  phrase  forms, 
and  those  words  only  should  be  joined  which  naturally 
belong  together  according  to  the  rules  given  above. 
Whether  you  phrase  much  or  little  will  depend  upon  your 
mental  characteristics  and  the  amount  of  practice  you  give 
to  phrase  writing;   for,  in  order  to  make  it  advantageous 

12 


178 


COMPLETE  SHORTHAND  MANUAL. 


and  profitable,  there  must  be  much  actual  writing.  Read- 
ing and  study  of  phrase  forms  is  necessary,  but  the  writing 
of  the  same  is  absolutely  necessary.  If,  after  faithful 
attempts,  you  find  phrase  writing  does  not  increase  your 
speed,  then  discard  it  at  once,  and  write  the  majority  of 
the  words  separately;  on  the  other  hand,  if  you  find  it 
does  materially  increase  your  speed  and  the  legibility  of 
your  notes,  then  cultivate  it,  confining  your  attempts,  how- 
ever, within  the  limit  of  the  rules  given  for  joining  words. 

317.  The  following  list  of  phrase-signs  must  be  written 
again  and  again ;  they  must  be  as  thoroughly  familiarizeti 
as  simple  word-signs. 

PHRASE-SIGNS.  — SECOND    LIST. 


p as-to-a,  iss'^-Tet 

— ft_-2.-  as-soon-as,  ses-N'^-iss 
— '= — -  and-all,  and-will,  K7et  ^ 
<- and-are,  and-our,  Kret^ 

^ — and-of,  and-if,  Keft'^ 

-i- 
—  and-what,  Kent"^ 

3 and-would,  Kent"^ 

X2__  and-our-own,  Krent"^ 

all-of,  all-have,  Beft^ 

:s 

„^  all-would,  Bent^ 


_.-L —  but-of,  but-if,  but-have, 
-_J.__  but-not,  Teni^ 

.3 but-are-not,  Treni"^ 

jrzs^.^  could-not,  Ked'^-Net 
.-ZiN —  for-our,  Fer^ 
__\o_-  have-ing-been,  Ven* 


.- — . —  in-order-that,  Nerd"^- 
THet 


in-order-to,  N'erd'^-Pet 
^-^_  in-regard,  Ner'^-Ged 
_.L_   it-is-not,  T'^-iss-Ntt 


TWENTY-NINTH   LESSON. 


179 


"^ 


-^  let-there,  Layther"^ 

-  o£-me,  o£-my,  Pet'^-M 
v-of-him,  Pet^  M^ 

of-their,    Vet/ier^,   or 

Pet- Jet '^ 

.,  of-all,  Plet'^ 

-  of-our,  Pret'^ 

-  of-what,  Pent'^ 

_  of-our-own,  Prent^ 

.  or-of,or-if,  or-have,  7>/?^ 

-  or-not,  Tfut^ 

-  ought-to-have,  /eft  ^ 
on-all,  Cheli^ 
on-our,  Cheri^ 

_  of -course,  Pet'^-Ker-iss 


—  to-me,  to-my,  Pet^-M 
to-him,  M^ 


on-account-of,  Chet'^- 
Kent- Pet 

on-the-contrary,    Chet  ^  • 
Ter  -  Pay 


d. should-have,  Cheft'^ 


— ^ —  to-a,  Tet^ 

— ^ —  to-the,  Pet^ 

-----     to-all,  Plet^ 

. — i> to-our,  Pret"^ 

"^ —   to-ours,  Pret^-iss 

~-  to-ourselves,  Pret^-ses 

v> .  to-have,  Peft^ 

b to-what,  Peiif^ 

i -  to-what-is,  has,  Pents^ 

_.^ .  that-is,  as,  has,  THet'^- 

iss 

— /'_-_  who-will,  Jelt^ 
—  /._.  who-are,  /ert^ 
.-.I — .   who-of,  who-have, /<?/?  ' 


r^^^^rd-    you-must-not,  yuh  •  M^- 

fss  •  Net 


rvo 


-you-may-not,_y«A  -Ment^ 


l80  COMPLETE  SHORTHAND  MANUAL. 

PRIMmVES   AND    DERIVATIVES. 

318.  The  fault  with  many  text-books  has  been  to  consider 
each  part  of  a  word  as  an  independent  word,  and  write  it 
with  the  outline  that  appears  to  be  the  easiest  written,  with- 
out regard  to  its  connection  with  any  other  word  with  which 
it  may  be  related. 

Great  help  will  be  derived  by  considering  all  words  as 
either  primitive  or  derivative.  Write  the  primitive  word  in 
the  most  natural  way,  and  then  add  or  prefix,  as  the  case 
may  be,  the  other  consonant  or  consonants ;  joining  them 
if  convenient ;    if  not,  disjoin  them. 

Extended  remarks  in  the  same  line  as  the  above  may  be 
found  under  "Syllabication,"  by  Prof.  Bates  Torrey. 

THE    PAST   TENSE. 

319.  If  a  verb  ends  with  a  full-length  stroke,  the  past 
tense  may  be  indicated  by  making  the  stroke  half  length ; 
if  it  ends  with  a  half-length  stroke,  add,  or  disjoin  if  neces- 
sary, the  stroke  D ;  if  it  ends  with  the  m-circle,  make  the 
circle  into  a  small  loop. 

TO    THE    LEARNER. 

320.  You  are  now  familiar,  if  you  have  done  your  work 
faithfully,  with  the  principles  of  that  system  of  shorthand  by 
which  the  fastest  writing  has  been  done,  —  a  system  which 
is  not  excelled  for  its  legibility,  and  one  which  has  answered 
all  the  demands  made  upon  it  in  technical,  law,  and  general 
reporting.  There  remains  to  be  learned  an  additional  num- 
ber of  word-signs  and  contractions,  but  no  new  principles 
are  presented.     You  should  now  apply  yourself  to  the  task 


TWENTY-NINTH   LESSON. 


i8i 


of  learning  the  signs  in  the  next  lesson,  and  faithfully  prac- 
tice the  exercises  that  follow. 

321.  Read  and  write  the  following  letter  ten  times.  In 
comparing  it  with  the  printed  copy,  carefully  note  the 
abbreviated  form  of  some  of  the  words. 


7- 


_^. 


r 


A. 


<=^//(__^__^-. 


r_  j.h^:.... 


^-./C-,_./So 


1 82      COMPLETE  SHORTHAND  MANUAL. 

On  the  1 6th  of  December  last  I  sent  you  an  urgent  letter 
ordering  in  haste  the  enclosed  list  of  articles,  which  up  to 
date  I  have  not  received ;  neither  have  you  advised  me  of 
the  reason  for  delaying  shipment. 

This  delay  has  annoyed  me  greatly,  necessitating  the 
purchase  in  the  market  from  time  to  time  of  such  arti- 
cles in  the  list  as  I  needed,  at  advanced  figures,  which  were 
redisposed  of  at  cost  rather  than  disappoint  my  customers. 

This  treatment  is  not  that  of  my  usual  experience  with 
you,  and  I  desire  an  explanation.  If  the  goods  are  not 
here  by  the  i6th,  you  will  please  consider  the  order 
cancelled. 


THIRTIETH    LESSON. 

REPORTING   WORD-SIGNS. 

322.    The  reporting  list  of  word-signs  and  contractions 

is  very  materially  abbreviated  compared  with  the  list  in 
Graham's  Handbook,  a  list  which  is  truly  appalling  to 
the  most  persevering  student.  Many  of  the  words  in  the 
Handbook  are  only  unvocalized  outlines,  and  hundreds  of 
the  contractions  are  seldom  used,  not  often  enough  to  make 
it  a  profitable  investment  of  the  time  and  labor  necessary  to 
commit  them  to  memory ;  it  is  better  to  write  the  words  in 
full,  or  abbreviate  them,  than  to  burden  the  memory  with 
so  many  signs.  The  following  lists,  however,  must  be 
committed  to  memory,  as  they  are  among  the  most  fre- 
quently occurring  words  in  the  English  language,  and  such 
as  are  used  in  all  kinds  of  reporting. 


THIRTIETH   LESSON. 


183 


^       able  to.  Blet^ 
_JS^.__  able  to  have,  BUf''- 

9. accept-ed-ation, /jj-ZV/s 

acceptable,  iss-Pet^-Bel 


\ 


accuracy,  Ker  ^ 


accurate-ness,  Kret^ 


-J_.-_.  addition-al,  D^shon 

_.j —  advance-d,  Dcf^ 

..L^_  affect-ed,  F"^ 

:=r=r.  effect-ed,  F^-K 


...\^^_  affection-ate,  F^  short 
— ■-^-    ago,  Gay'^ 


..^^^_  ah,  Hay^'- 


Z. 


angel.  Jcl  '■ 


__y^ archangel,  R'^-Jel 

.1 angelic,/^/ 2.  A' 


.^_-_ 


annual,  Nel^ 


«rf£.  another  one,  Ettihern^ 


no  other  one,  Enthern  ^ 


._   any  one,  Nen  1 


—     any  other,  Enther  ^ 


._  any  other  one,  Enthern  ^ 


appear,  Per"^ 

appearance,  Prens^ 


\ 


appeared,  Pred^ 


appears,  Per^-iss 

Jl.__    appliance,  Plens'^ 

\- — ;    applicable-ility,  Pel^-K 


1 84 


COMPLETE  SHORTHAND   MANUAL. 


— S —  applicant,  Plent^ 

-X-r--  application,  Pel^-shon 

~ V —  applied,  Pled^ 

— \^ —  apply,  /V/8 

.-f\j. —  apprehend,  Prend^ 

._!\ —  apprehended,  Prend^-D 

— -\-—  apprehensible-ility, 
°  Prens  ^ 

...\-.  apprehension,  Pren^ 
.  JA,....  apprehensive,  Pren  ^ 
,.JJ\...-  approval,  approve,  Pref^ 
.^....  are  of,  are  to  have,  Ref"^ 

- arrive-al,  Ref^ 

arrived,  Reft'^ 
...  as  it  had,  iss-Ted^ 


as  it  ought,  iss-Tet'^ 


--) 


y' 


„.a as  it  were,  iss^-Ter 

— .p —   as  it  would,  m-7>rf8 

c 

-  as  little, /jj-Z<f/i 

_  . as  long,  isS'Ing* 

..Q^^_  as  soon,  ses-JV^ 
as  thr,  Zether^ 

.p. as  to  it,  iss^-T 

.%.....  as  to,  iss-Pet^ 

_^ as  to  the,  iss-Pe/ 

as  to  their,  iss-Teihe'  ** 

of assistant,  S^-iss-Tent 

-    <y assist-ed-ance,  S^-st*h 

J      assurance,  Sker^-N-iss 


THIRTIETH   LESSON. 
A  A 


185 


J., 

...2. 

-f- 

■-1- 
■J- 

-] 

--i-— 

-J- 

t 
■+■- 

h 


assure,  Sher"^ 
assured,  S/ierd^ 
at  first,  T^-steh 
at  length,  Tien  ^ 
at  one,  Ten  ^ 
at  once.  Tens " 
at  our,   Ter  * 

-  at  our  own,   Tren  8 

-  at  it,   Tet^ 
attain,  Ten^ 
attainable,  Ten^-B 
attained,   Tend^ 
attainment,  T^-Ment 
authority,   Thret  ^ 


— ^-~  averse,   Ver^-iss 
,.5N..'  aversion,   Ver^-shon 
_r>^._  avert-ed,  Vert^ 

^L.. avocation,  V^-shon 

— — .  avoid-ed-ance,  Ved^ 
../...     aware  of,  Werf^ 
awe  of,  Defi^ 


...V —  be  it,  Bet^ 

...^ beauty,  Bef^ 

-.  N_..  been  thr,  Ben'^Jet 
...V— before  it,  Beff^ 

behind,  Bend^ 

_5s..,  beheld,  behold,  Beld^ 


i86 


COMPLETE  SHORTHAND  MANUAL. 


.Al...  belief,  Blef^ 
- -\.._  believe-d,  Bel"^ 
.3^  believer,  Blep-Ray 

belong-ed,  Bel"^ 

\ 
body,  Bed^,  vocalized 


...•^---bounty-iful,  Beftfl 
— ^V— brethren,  Brcn^ 
..!V — brother-hood,  Bcr^ 
build-ing,  built,  Bled^ 


— -  but  it,   Tcfi-  T 


\ 


\ 


\ 


by  all,  Ben 


by  it,  Bet  i 


by  our,  Ber"^ 


by  what,  Bef^ 


calculate-ed-ation,  Kel^' 

K 


.niTi.-  can  thr,  Ken^-Bet 
..s^...    certain-ty,  iss-Ret^ 
—i2(.„  cessation,  S^-isseshon 
'- — chair,  Cher^ 


■chargeable,  Chay^-Bel 
x^- — changeable,  Chay"^  Bel 
-J. —  charity,  Chert^ 
_^__   charitable.  Chert  ^- Bel 

J 


<- 


cheer,  Cher^ 


1 
_  cheered,  Chert^ 


cheerful-ness,  Cherf^ 

r 

child,  CheW^ 

_/„_  children,  Chel^ 


THIRTIETH 
C 

„.  christian-ity,  Kren  ^ 

christians,  Krens^ 
.-  circumstance,  iss-Tens^ 
— [— -  circumstantial,  iss-Ten^ 

\ 

.....;..._.  citizen,  iss-T^ 

clear-ed-ness,  AZfr' 

^rrzr..    clerk,  Kler'^ 

L^..    color-ed,  K'ler^  \ 

_ combined,  Bend^ 

— "i^...  commence,  N^-iss 
.."s^.  commenced,  N'^'Steh 
_v^    commences,  N*ies 

_!!;sx?.....  commencement,  N^  iss 

_^!:rr4r:....  commencements,  N^-ses 


LESSON.  187 

C 
commonest,  JC^-steh 

\ 
complete,  Plei^ 

completely,  Plet^'Lay 

■  completion,  Pel^-shon 

\ 

. compliance,  Flens*- 

compliant,  Plent"^ 

complied,  Pled^ 

\ 

comply,  /V/i 

— !\._  comprehend,  Pretid'^ 

^  comprehended,  Prend^- 

__^_  comprehensible,  Prens^ 

....\.  comprehension-sive, 
Pren  ^ 

A-  concern,  iss-Arn^ 

..-^ —  concerned,  iss-Anid^ 


1 88  COMPLETE  SHORTHAND  MANUAL. 


.1 


<^-3 


conclude,  Kled^ 
concluded,  KlecP 
conclusion,  Kel^-shon 
conclusive,  Kel^-iss 

condition-al,  D-shoti- 
consequence,  iss- Kelts'^ 


consequent,  iss-Kent"^ 


1 


f 


consequential,  iis-Ken  ' 


consider-able,  iss  -  Dei  - 


considerate,  iss •  Dret  ^ 


consideration,  iss-Der"^- 
shofi 

consist,  ses-T^ 


consisted,  ses-Tcd'^ 


consistence,  ses-Teus'^ 


consistent,  ses-Tent^ 

constant,  iss- Tent ^ 


constituent,  steh-Tent'^ 


P 


constitute-ed,  steh-Tef^ 


± 


constitution-al,   sieh-T^- 
shon 


con  sti  tutive,  steh  -  7^  tive 


.L.._ 
X... 


.1 


construct-ed,  iss-Ter"^ 


construction,  iss-Ter"^- 
shon 


in  construction,  in-iss- 
Ter^-shon 


constructive,  iss-Tref^ 


consume,  iss-M^ 


._   consumed,  iss-Med^ 


.iCT^.  consumption,  is^-M^- 
shon 


contain,    Ten  ^ 


THIRTIETH  LESSON. 


189 


contained,   Tend"^ 

..L_  contract,  Ter^-Ket 

A —  contract,  Ter^ 

...LJ...  contraction,  Ter '  ■  shon 

\ 


contrive,  Tref^ 


„  contrived,  Treft^ 


1 


control-led,   Trel^ 


....d>...  conversation,   Ver^-iss 
eshon 


^ 


conversion,   Ver  ^  -  shon 


convert-ed,   Vert  ^ 


correct-ed,  Ker  1 


correction,  Ker^-shon 


corrective,  Kref^ 


corrects,  JCer-iss"^ 


-rrj..^  could  thr.  Ked^  Jet 

.-■TTTT^..  country,  A^ 

...,,^^^^.  countryman,  Aen' 
.nizrs  countrymen,  /Cen^ 
..,.r:3.  county,  Kent'^ 

-' -"-  course,  Ker  2  iss 

_.crr....  court,  Kret^ 
___?.  cover-ed,  Kef^ 
.«rrr?.  creation,  Ker-shon'^ 
c^r^,  creative,  Ker-tiv^ 

■ -  creature,  Kret^ 


cure,  Ker^ 


cured,  K7ed^ 


cures,  curious,  Ker*-iss 


I90 


COMPLETE  SHORTHAND  MANUAL. 


D 

7 

_./ —  danger,  Jer^ 

— / —  endanger,  N-Jer"^ 

7 

...6  —  dangers-ous,  yer^  iss 
...  —  dark,  £>£r^ 


—.T--  darken-ed,  Dren  ^ 

.1 


L 


defendant,  Z?^ 


defense,  defensive,  Dff- 


r 


e,   Cer^ 


1 


degreed,  Gred"^ 


delight-ed,  Dlet^ 


delinquent,  delinquency, 
Dlen  1 


delinquents-cies,  Dims  ^ 


deliver-ed,  Del"^ 


deliverance,  Diens^ 


D 


delivery,  Del* 


I 


—    denominate-d,  Z><?«* 


—   denomination,  Den"^ 


deride-d,  Dred"^ 


—    derision,  Der'^-shon 


derive,  Dref^ 


._    derived,  Dreft^ 


.1 


describe-d,  iss-Ker'^ 


description,  iss-Ker^- 
shon 


descriptive,  iss-Ker  *  ■  tive 


did,  Ded"^ 


direct-ed,  Der^ 


1 

....L direction,  Der^-shon 

..A directness,  Dretis"^ 


THIRTIETH 


D 


director,  Der^-Ter 
— I —  directory,  Der^-Ket 
-P- — '  discharge,  D  '^  -  tss  -  C/iay 

i 


distinct-ion,  D^-steh 


\- 


distinctive,  D^-steh-V 


„krr;rl.  distinguish-ed,  D"^- steh ■ 
Ing 


distinguishable,   D^ 
steh-Ing-B 


I 


divine-ity,  Def^ 


1 

doctor,  Der"^ 

_.^....  done  thr,  Den  ^  fet 
— I—  down  thr,  Den^-Jet 
...1 —  dread-ed,  Dred^ 


J duration,  Der^-shon 

-.1—.  during  it,  Dret^ 


LESSON.  191 

E 

/ 

each  are,  Cher'- 

each  one,  Chen'^ 

/ 

L each  will,  Chel'^ 

) 
east,  Est^ 

—  eastern,  Estem^ 

...C—  eh,  Hay^ 

England,  Ingend^ 

English,  Ing^ 

■ evening,   Ven"^ 

^—  every  one,    Vren  * 

...S-—  evident,  evidence,  Ved^ 

■-szz—  exact-ed,  itt-Ket^ 

-7s- — =)  exaction,  iss  K^-shon 

exactness,  iss  Ket  * 


192      COMPLETE  SHORTHAND  MANUAL. 


E 


.^ —  exaggerate-d,  iss-Jert^ 


t^  _  exaggeratory,  iss-Jert'^- 
Ray 


..L. 


exaggeration,  iss-Jer^- 
shon 


...6'Z^x..  examine-ation,  m-^i?«'^ 


IT^  cross-examine-ation, 
Ker'^-iss-Men 


.g7:i-..  examined,  iss-Mend^ 


i^Oi  cross-examined,  Ker'^ 
iss  Alend 


.^---..example,  iss-Emp^ 

-A. exasperate-ed-ion,  ses  ■  P^ 

..\ except-ed,  iss-Pet^ 


.ar^— exclusive-ness,  iss-Kel^- 
iss 


exclusion,  iss-Kel'^-shon 
•  excuse-able,  iss -K^ -iss 


V 


exhibit-ed,  iss-Bet^ 


exhibition,  iss-B^-shon 


..A exist,  ses-T^ 

....I. —  existed,  ses-Ted'^ 

P 
...A....   existence,  ses-Tem  ^ 


P 


i 


existent,  ses -Tent  ^ 


expect-ed,  iss-P"^ 


exception-al,  I'ss-P^  shon      .V..  unexpect-ed,  N-iss-P 

'    .1 


»    exceptionable,  iss-P'^- 
\         shon - B 


.s^. exclude,   iss-Kled'^ 


■^ 


excluded,  iss  Kled'^-D 


expectation,  iss- P'^-shon 
-^ — expend-iture,  iss-Pend"^ 
.  i expended,  isi-PetuP-D 


THIRTIETH   LESSON. 


193 


E 


A, 
A. 
A 


expense,  iss-Pens^ 
expensive,  iss-Pen^ 
experience,  iss  Prens'' 


inexperience,  tn-tss- 
Prens  ^ 


experienced,  iss-Prensi  2 
explain-ation,  iss-Plen'^ 
explainable,  iss-Plen^^B 


\ 

.A 
A 


explanatory,  iss-Plen  2- 
Ray 

-  explained,  iss-Plend^ 


explicit-ness,  iss-Peh  ^ 


exploration,    explore-d, 
iss-Pler^ 


expressed,  iss-Per^-steh 
express-ive,  iss-Per'^-iss 


...if...-,    extend,  iss-Tend^ 
— J —   extended,  iss-Tend^-D 
— -J — *  extension-sive,  iss -Ten* 
.„.<! —    extent,  iss-Tent* 
.....l...   extravagant-ce,  iss  -  Tref* 
— I....  extreme,  iss-Ter* 
J—  extremity,  iss-Ter^-T 

F  _^ 

^.V_    fact,  F^ 

__5v fail,  Fel^ 

^...L...  failed,  Flet"^ 

^V .  failure,  Fler'' 

fall,  Fen 


expression,  iss-Per'^- 
shon 


L 


fallen,  fall  in,  Flen  » 


13 


194 


COMPLETE  SHORTHAND   MANUAL. 


false,  Fel^'iss 

.„^-^..  family,  Mel* 
..h*^. fashion,  F^-shon 


fashionable,  F^-shon-B 


e 


fault-y,  Flef^ 
...ov favor-ed,   Ver^ 


■^- 


favorable,   Ver ^-B 


V,^....  favorite,  F'^-Vert 

feature,  Fet^ 
-  feel,  Fen 


^::r>^„  feeler,  Fcl^-R 
feel  it,  Flet'^ 


.k...    felt,  Fief- 


L 


fill,  Fel'^ 


filled,  Flef^ 

^  follow-ing,  Fel"^ 


fiction,  F^-shon 


l_  followed,  FM'^ 


fell,  fellow,  /v/2 


follower,  F/er^ 

footstep,  Fet^-steh 

^ for  all,  Fen 

_  V-  ..  for  all  are-our,  Fler'' 
-A---  for  all  had,  Flet^ 
.-S™i._-  for  one,  Fen"^ 
.— "i^.-.  for  our,  Fer^ 
_.^—  for  what,  >^^/l 


THIRTIETH   LESSON. 


195 


^ 


^ 


form-ed,  Fer"^ 


conform-ed,  con  dot  Fer  ^ 


-V- conformable,  Fer^-B 

— tx—  def  orm-ed-ity,  D  ^  -  Fer 


inform-ed,  N'^-Fer 


..— ^ic>^.  perform-ed-ance,  Fer^- 
Fer 


y~\ 


reform-ed,  Ray'^-Fer 


transform-ed,   Ter'^-iss- 
Fer 


uniform-ity,  N-Fer^ 


--r 


-  formal-ity,  Fer^-Lay 


^ 


formation,  Fer'^-shon 


former-ly,  Fer  ^  -  R 


-A^—  found-ed,  foundation, 
Fend^ 


'-^ 


...v.- fraction,  Fer^-shon 


^ 


....X 


..2:1, 


..  free,  Fer  ^ 

reedom,  Fred^'M 
"reely,  Fer '^- Lay 
requency,  Fren^ 
requent,  Frent^ 
rom  all,  Frel"^ 
"uller,  Mer^ 
rom  one,  Fren  * 
rom  what,  Fret^ 
rom  it,  Fer^-Met 
ruition,  Fer^-shon 
urnish-ed,  Fren^ 
urniture,  Fren* 


u —  future,  Fet^ 


196 


COMPLETE   SHORTHAND   MANUAL. 


— «5>..„  gave  it,  Geft^ 

A—  generalize-ed,  Jens  2 

..Pi......  generalization,  Jens  2 

eshon 

^...^. generation,  J^-shon 

I degeneration,  D^-J- 

/  shon 

..^r^....  regeneration,  Ray^J- 
shon 

-£-■-"-.  glorious,  Gel'^-iss 
_.£__..  glory,   Gel"^ 
_  ___    go,  Gay"^ 
..TTTT^.,  govern-ed-ment,  Gef'^ 
-.™«^  governor,   Ge/'"- Ray 
grand-eur,  Grend^ 


guilt-y,  GeW^ 


H 


|—  had  it,  Dei^ 

._.V™-  half,  F^ 
._.^  halve,  FS 
_j^__  halved,  Ved^ 
_V happy,  P^ 

...V happiest,  P^-steh 

\  _   happiness,  Pens ' 


has  thr,  Zether  ^ 
Vj     have-ing-been,  Ven"^ 


...L....  have-had,  Ved^ 
— .S^...  have  not,   Vent  * 
Z.....  hereafter,  Reft"^ 


— ) hesitate-ed,  hesitation, 

Zet'^ 


holier,  Hay^-Ray 


THIRTIETH    LESSON. 


197 


H 


...  heretofore,  Ret'^-F 


_1. 


hereinafter,  Arn^-Fet 

hereinto,  R^-N-T 

homely,  M'^-Lay 

_.\_.—  hopeful-ness,   hope  to 
^  have,  Pef^ 

r      ' 

„  idle-ness,  Del"^ 


if  all  are,  if  all  our,  Fler  ^ 


if  one,  Fen'^ 


^ 


~.JL.  imagine-ary-ation,  Jen-* 

„.  V...  imaginative,  J^-tive 

...^r/f...  unimaginative,  N-J^- 
(y  five 

, ^....  imagined,  Jend^ 

....■^r-TC..   unimagined,  N-Jend* 


immoral-ity,  Merl"^ 


<r^ 


immortal-ity,  Mert^ 

immortalize,  ^(fr/i-Zoy- 

iss 


if  our,  Fer  ^ 


<_°> 


ignorance,  JVerns'^ 


^  Ignorant,  Nernt  ^ 

X_  imaginable,  Jen  ^-B 

S^^.  unimaginable, iV-yt'«^-5 


impassioned,  Etnp^- 
0~  '        shond 


"!!!!!)-  inipassionate,  Emp-Ish  • 

..^^r»>..  impatience,  Emp^-skons 

y<7v  .  impatient,  Emp'^-shont 


_*!irl.   in  all,  Nel'^ 


T 


consideration,    ins- 
Der'^-shon 


198 


COMPLETE  SHORTHAND  MANUAL. 


information,  N^-shon 


.^  in  it,  Nef^ 


in  one,  Nen  ^ 


in  our,  Ner"^ 


r 


-  in  what,  Net  ^ 


■inconsiderable,  in-iss- 
Der'-.Bd 


inconsiderate,    in-iss- 
Drt't  1 


J- 


instruction,  in-tss-Ter^- 
shon 


instructive,  in-iss-Tref^ 


__  instructor,  in-iss-Ter^- 
Ter 


...v>_e intercession,  Net^-iss- 

eshon 


irrational-ity,  Ray  ^  -  shon 

P 

...i —  is  said,  ses-D^ 

P 


is  said  to  iiave,  ses-Def^ 
'  inform-ed-ant,  iV^-Fer    i     J.-  issue,  hh^ 


. inscribe-ed,  in-iss-Ker'^ 


inscription,  in-iss-Ker'^ 
shon 


insecure,  iii-iss  ■  Ker^ 


"9^~ 


insecurity,  iti  ■  iss  ■  Kret  ^ 


nstant,  N'^-steh 


instruct-ed,  in-iss-Ter'^ 


issued,  Ish  ^-D 


|—  it  had,  Ted^ 

— L....  it  had  not,   Tent^ 

J 
— it  not,   Tent^ 

I 
it  ought,   Tet^ 

J 
it  ought  not,   Tenf^ 


THIRTIETH    LESSON. 


199 


it  ought  to  have,   Te/^ 

it  ought  to  have  had, 

Teft^ 

„J.—    it  were,  Ter^ 

L.....  it  will  have,   Tlep 

r it  would,   Ted^ 

it  would  have,   Tef^ 

I it  would  have  had,  Teft'^ 

' it  would  not,   Tent  ^ 

J 
..„<^..   Jove,  7^/2 

_._>?..-  junior,  \\xxy,  Jer^ 

,0. just  as,  J'-'Ses 

_i>_....  just-ice,  J--stek 

,     if  ^  justification,  J'^-iss- 
eshon 


L 

~A  large,/" 

J.J^y^_,  enlarge,  N-J^ 
..^i=rt/.  enlarged,  N^Jed 
— ^ — ^  larger,  Jer  * 

.L largest,  J^-steh 

■■---—,_„  length,  Ing^ 
■-^■— ^—  lengthen,  Ingen^ 

lengthened,  Ingened^ 

__  lengthy,  Ing^-Iih 


n 


r' 


let  there,  Layther^ 
little,  Let'^ 
^longer,  Inger^ 

M 

.  may  be,  Emb"^ 


200  COMPLETE   SHORTHAND   MANUAL. 


M 


may  have  been,  Etnben  * 


mental-ity,  Ment^ 


..^nr^^  mention,  M^-shon 


_<r>..  mentioned,  M^-shond 


mercy -if  ul,  Mer^ 


C~^ 


might  thr,  Emther  ■ 


might-y,  Met'^ 


million-th,  Mel'^ 


!1^  moral-ity,  Jlferl* 
>-^  mortal-ity,  Mcri"^ 


-^*s 


-   movement,  Ment^ 


N 


— »  nearly,  Nerl^ 


..■^wP..  necessary,  N'^-ses 


N 


,  v-/g      next,  N^-steh 


__^^._  no  less,  Nel^-iss 


■  v^    -  none,  known,  Nen  ^ 


■■^^^zr^- 


no  one,  Nen^ 


no  other,  Enther* 


«=;:'._  another,  Entker^ 


another  one,  Enthern^ 


no  other  one,  Enthern  * 


"v.. 


obligation,  Bel'^-shon 


...(-. occur,  A^r^ 

r—ir:;—  occurred,  Kred"^ 
..frrrp—  occurrence,  Krens  * 
._>- — -1.  occurs,  Ker'^-iss 


THIRTIETH   LESSON. 


20 1 


— on  either  hand,  THrend'^ 

!/_  on  the  other  hand, 

THrend-i 

__j?_?_  on  one  hand,  Wenend^ 
JLrd  only,  Nel"^ 
_5L_^  only  as,  Nel'^-iss 


._   unless,  N^el^-iss 


opposition,  P  ^  ■  iss  ■  eshon 


oppression,  Per^-shon 


__\  order,  Arder^ 


-\ 


ordinary,  Ard^ 


extraordinary,  iss-Ter"^- 
Ard 


organic,  Gen^-IC 


_  organism,  Gen^-iss-M 


organs,  organize,  Gens^ 

organized,  Genst^ 

over  it,  Vert^ 

overtake,  Vert  ^  ■  K 

owned,  End^ 

owner,  Ner^ 

P 

_A__  party,  P^ 

,iV^„^  partake,  Pret  ^  -  A' 

._\...  people-d,  Pel^ 

\ 
perfect,  Pref^ 

V 

perfected,  Pref^-Ket 


■x. 


perfection,   Per^-shon 


organization,  Gens^-  _-A^.„^  perhaps,  /Vr2-/'-«jj 

eshon  '  \ 


202  COMPLETE   SHORTHAND   MANUAL. 


•—-^— —  plaintiff,  plenty-iful, 
i..__V>_   position,  P-iss'^'eshon 
— .N2_  possess,  F^-ses 

-jp.  possessed,  F^-ses-T 

— .\^...  possession,  F^-iss-eshon 
...„jO ..  possessive,  F^-ses-V 
—.-O....  possessor,  F^-ses-Fay 
possible-ility,  F^-hs 


...X. 


professor,  Fre/^ 


\ 


\o 


possibilities,   F^-ses 


•At— •  practicable-ility,  Fer^- 
Ket 

— \—  practical,  practice,  Fer'^ 


— ^ — practices,  Fer^-iss 
— r\^^..  practiced,  Fer^-steh 
.....!\...  pretty,  Fret"^ 


_        profit-able,  profited, 
Fre/i^ 

\>..  proof,  prove,  Fref* 

,.. proper,  Fer  ^ 

^ improper,  M-Fer^ 

__.\    punish-ed-ment,  Fen'^ 
-3...  punishes-ments.  Pens* 

Q 

.^.__    quality,  Ji'let'^ 
-rr^ — .  question-ed,  Ken"^ 
_nr^- questionable,  Ken'^-B 

R 

,.  rational,  Ray'^-shon 

real-ity,  Rel"^ 


<y 


J' 


THIRTIETH   LESSON. 
R  I  S 


203 


realize,  Rel^-iss 


\^- 


_v  reform-ed,  Ray^-Fer 


JL=c:™_  relate-ed-tion,  Rel^ 
Lf:::!^  .  relative,  Rel^-tiv 

y 

religion,  Jen^ 

_     /_     irreligion,  R^-Jen 
religionist,  Jeyist"^ 

^      ■••      ..■ 

religious,  y^-«jj 

_,_yL irreligious,  R^-J-iss 

_.^^<i rule-ed,  Rel^ 

.  ^!^_    xxA&Y,  Rel^-Ray 


sanguinary,   iss  -  Ingen  ^  - 
Ray 


-r- — I  —  i  satisfaction,  iss-T^-shon 
.  ..r      ^  satisfactory,    satisfy-ied, 

_e„,„ scale,  iss-JCel^ 

scholar,  iss-Kler"^ 

school,  iss-Kel^ 

■ .  schooled,  iss-Kled^ 

scripture-al,  iss-Ker"^ 


Q_^ 


season-ed,  ses-N^ 


P 

u said  to 


have,  iss-Def^ 


^ ^^_secession,  S^-iss-eshon 

' seclude,  iss-Kled^ 

secluded,  iss-Kled^-D 


^ 


^sec'.usion,  iss-Kel^-shon 


^_%^__    sanguine,  iss -Ingen' 


seclusive,  iss-Kel^-iss 


204 


COMPLETE   SHORTHAND   MANUAL. 


— secure,  iss-Ker^ 

— j^- — ,  secured,  iss-Kred^ 
— ^=—*  security,  iss-Kret^ 
___^_—  seldom,  iss-Eld^ 
L set  forth,  iss-Tef^ 

[ 

"-   set  off,  tss-Tef^ 

—  ^ —  shall  have  been,  Ish 
\  Ben 

—- ^ shall  it,  Ishf^ 

__^.    shall  not,  A/i  ^  iVf/ 
—J—  share,  Sher^ 

J) shared,  Slierd^ 

sharer,  Sher^-R 


J 


2- 


she  ought,  Ist^ 


she  ought  not,  Isht'^-N^ci 


_     ;  _   she  had,  she  would. 


^...  she  would  not,  Zy3-iV<?/ 

significance,  iss-Gay"^ 

'_  significancy,  iss  Gen^ 

significant,  m-G^ayi 


signification,  iss-Gay"^- 
shon 


significative,  iss-Gay"^- 
tive 


-signify-ied,  iss  -  Gay  ^ 


..similar-ity,  iss-M^ 


_simple-icity,  iss-Emp' 


.simpler,   iss  -  Emp  ^  -  Ray 


simplest,  iss-Emp^-steh 


'<^ 


—TI-,  single-d,  iss-Ing^ 


singular-ity,  iss-Gler^ 


THIRTIETH   LESSON. 


205 


—sister,  ses-Ter^ 

[ 


.^situation,  iss-T^  shon 
._!ir- skill,  iss  Ken 
skilled,  iss-Kled^ 


.skillful,  iss-Klf;  - 


._  (r:r^- some,  iss-M"^ 


<J!!>w_ somebody,  iss-Emb^ 


.Jl,.^^  soon,  iss-N^ 


_rfT3_some  one,  iss-Men^ 


-(SlTT^T^  some  other,  wj-^w/>4^  2 


some  other  one,  iss- 
Evithern  ^ 


__(rN .sometime,  iss-Met^ 

_,A) southeast,  iss-Ith^-steh 

.lg____southeastern,  iss-Itk^- 
iss-Ren 


C 


^jouthern,  iss-Then^ 


— .Vj^_  southerner,  iss-Then"^- 
/Cay 

\ 

speak,  iss-P^ 


speakable,  iss-F^-Bel 


speaker,  iss-P'^-Ker 


— Sv__.special-ty-ity,  iss-P^ 

^ ^.spiritualism,  tss-Per^- 

iss-M 

■^         .  .        . 
spiritualist,  tss-Per^- 

steh 


._  spiritualistic,  iss-Per"^- 
iss  ■  K 


% 


%, 


spiritual-ity,  iss-Per^ 


,  spiritualize,  iss-Per'^-isi 

\ 


.^. 


spiritualization,  iss- 
Per^-iss-eshon 


spoken,  iss-Pen^ 


f. state,  iss-Tet^ 


206 


COMPLETE  SHORTHAND  MANUAL. 


„Pj —  stated,  iss-Tet^  D^,  or, 
J  steh-Tet^ 


.„L 


station,  iss-T^-shon 


■<- -  stenography-er-ic,  steh  ■ 


..\_ 


step  by  step,  steh-P'^- 
steh 


P"-" *.stood,  iss-Ted^ 

I 
w — -stranger,  tss-Ter--fer 

-.JK^ stupid-ity,  stehPed^ 

—  i. subsequent,  iss-Beiit- 

o — c> — ,success-ful,  iss-K'^-ses 


-•^such  other,  iss-Chay- 
ther  2 


.._z. 


•such  are,  iss-Cher"^ 
-such  have,  iss-Chej  - 


--^ suggest,  iss-J'^ 


..<^...: 


suggestion,  iss-J'^-shon 


-£. 


suggestive,  iss-Jef* 


^,_b — ,  superintend-ed-ent-ence, 
iss-Prent^ 

\ 
.  superior-ity,  iss-P^ 


^5__^  supplant,  iss-Plent^ 

A, 


supplication,  iss-Pel^' 

shon 


supplies,  iss-Pel^-iss 

— .\—    supply,  iss-Pel^ 

■^\- — .^suppress,  iss -  Per  ^ - isf 

.T\. — --suppression,  iss-Per^- 
^  shon 

._.Ci —  suspend,  ses-Pend^ 

.suspended,  j^j-/*if«</2.^ 

-o —  suspension,  ses-Pen"^ 

J sustain,  ses-Ten"^ 

£. sustained,  ses-Tend^ 


THIRTIETH   LESSON. 


207 


L 


take  it,   T'^-Ket 

__N betake,  Bef^-K 

mistake,  M'^-iss-K 

mistaken,  M^-iss-Ken 

..'^ ^undertake,  End'^-T-K 

.— ^ ,  thankful,  THeP 

— ^- —  than  it,  THettt"^ 

j- the  other,   THeether'^ 


the  other  one, 
THeethern  - 


t 


X\-=  thenthr,  THen'^'Bet 


~-^—.  there  had,   THerd^ 


__i) *;there  would,   THerd^ 


— *)-- — ^  there  would  not, 
THerd^-Net 


they  are  all,  THrel^ 


— ^.._-Uhey  had,  Tffed^ 

....(^ they  had  not,  THent^ 

-_.-C .they  have,  THep 

....(j they  have  had,   THep- 

\  D 

they  ought,   THet^ 

c 

they  ought  not,  THenf^ 

\i they  will  have,  THelp 

c 


...) there  had  not,  THerd^- 


Net 
._  there  ought,   THerd^ 


t 


there  ought  not, 
THerd'^-Net 


-they  will  not,   THlent'^ 


(. they  would,  THed^ 

/  __     they  would  not,  THent^ 

i ^  think  it,   Thet^ 


208 


COMPLETE  SHORTHAND   MANUAL. 


T 


-*) —     through  it,  Thret^ 

«/.__*    through  one,  Thren^ 


.-^=^.    to  come,  A'* 


to  give,  to  go,  Gay  * 


— to  it,  r* 


to  their,  Tether''' 
to  you,  yuh  * 


(- 


tolerable,   Tler'^-Bel 


__J tolerance,  Tierns'^ 

__J tolerant,   Tlernt"^ 

..C^-.    intolerant,  Etlt-L?- 
Rent 


u 

United  States,  N^-ses 


unless,  Nel'^-iss 


_-?L^—  only  as,  iV!f/2-/jj 

__._, unsecured,  in-is-Kret^ 

„. !!^ ,  upon  it,  Feni^ 

-^— .  upon  thr,  Fen^-Bet 

,_A. up  thr,    Fether^ 

V 

___^_.  a-version,   Ver^-shon 

_f>/^ virtual,   Vert  ^- Lay 

__^ virtue,    Vert^ 


-L  .„ 


lerate-d-ion,   ller"^         ..S\. virtuously,   Vert^-  9 


1- 


trial,   Tren 


void-ed,   Ved'^ 


time,  T^ 


THIRTIETH   LESSON. 


209 


"^ 


W 

was  thr,  Zether^ 

water,   Wayter"^ 
we  are  in,   tVern^ 
we  can,  JiT/en  * 
we  cannot,  A7^«/ 1 


we  were  not,  weA- 
PVerfit  1 


_.z. 


were  it,  ^r^2 
whereof,  Werf^ 
which  are,  Cker"^ 
which  had,  Chet^ 


W 


/ 


which  ought,  Chet"^ 

J 


/ 


y 


which  ought  not,  Chent"^ 


-     which  ought  to  have, 
Chep 

..     which  ought  to  have  had, 
Cheft"^ 

._    which  one,  Chen  * 


V- 


—2. which  were,  Cher  * 

_y?- which   were   of,     which 

^  were  to  have,  Cherf^ 

— Z!. which  will  it,  Chelt^ 

_/: which  would,   Chet^ 

— g/!._  which  would  not,  Cy4^«/ 

c 

which  had  not,  Ghent ^      .  while  it,  IVeli'^ 

which  have,  Ckef^  -CTS-  with  him,   Wem^ 


-<^. which  have  had,  Cheft^ 


which  it,  Chet"^ 


with  me-my,   IVem'^ 


with  no,   Wen^ 


14 


2IO  COMPLETE  SHORTHAND  MANUAL. 


<r^ 


W 
with  our,  Wer  * 

with  our  own,  IVern  ^ 
with  their,  weh  Jet  ^ 
within  thr,  THen  ^  Bet 
woman,   Wemen"^ 
women,   JVemen  ^ 
wonder-ful,  IVciider'^ 
work-ed,   Wer  2 
workman,  We>>i  '^ 
workmen,    Jl'ern'- 
—  r^ wound,    IVaynd'^ 

Y 

u 

ye2ci-s,  yek^ 

r 

vield-ed,   YeW^ 


^\,—  you  be,  yuh  2  B 

— q —  you  did,  yuh  ^  Ded 

Q —  you  did  not,  yuh  *  Dent 

Q you  do,  yuh  "^-D 

S\ —  you  do  not,  yuh  2  Dent 

- rv —  you  had,  yuh  2  D 

.J —  you  had  not,  yuh  2  -  Dent 

— — '^ —  you  have,  yuh  2   V 

-:\ you  have  been,  yuh^- 

O  Ben 

A. —     you  have  done,  yuh  ^  - 

J  Den 


you  say,  you  see,  yuh  * 


—  you  shall,  yuh'^-Ish 


-^ 


—  n you  think,  yuh^-Ith 


--n you  were,  you  would, 

yuh  -  weh  ^ 


THIRTIETH   LESSON. 


211 


REPORriNG    CONTRACTIONS. 


_>Y.  absurdity,  B'^iss  Ard 


.|.-_^    administer,  D^  M  iss- 
Ter 


U 


admit,  D^-Met 


_L advancement,  D^  iss 

a^  Merit 


i 


/. —  agency,  y^S 

„..'^ agent,  /«  Net 


^  aggregate,  Ger  2  -  Gay 

any  body,  N'^  Bed 

^ — L—  arrange-ment,  Ray  2  -  N- 
J 

— ^ —  architect-ure-ural,  R^- 
Ket 

— h> —  assign-ment,  S"^  Ment 

~-\- attainment,  T^-Ment 

._^_ — average,  V^J 


Ju---_  bank-rupt-cy,  B^Ing 
bankable,  B^  Ing-B 
—  beneficial,  Ben  ^  F 
i._..  benevolent,  B^  N  V 


catalogue,  Ket^  Lay- 
Gay 


:.  character,  Ker"^  K 


characteristic,  Ker^-A 
steh 


collateral,  K"^  Lay  ter 


collect-ed-ion,  Kel^K 


commercial,  K^-Mer 


1^ 


December,  D^'iss-M 


212 


COMPLETE   SHORTHAND   MANUAL. 


-b- 

X-.- 

] 


D 

declare-ed,  D'^-Kler 

deficient -cy, D'^F  Shay 


depart-ed-ment,  D^ 
Fret 


determine,  D^-Tren 
develop,  Def^  P 
director,  Der^-Ter 


\^ 


E 


essentially,  S'^-N 


KT 


—  everlasting,   V^-Lay- 
steh 


/— —  exchange-d,  Kiss 
Chay-^ 

expedient-ce,  K  iss-Ped} 


.-.faculty,  /^2  xigi 


disappoint-ed-ment,  Z)  I  -  — V^- February,  F"^  B 

iss  Pent 


distribute-d,  Z>2  ster- 
Bet 


■  financial,  Feii'^-N 


distribution,  D'^-ster       —. ^ — for  instance,  F"^  iss- 
B  shon  J  Te}ts 


doctrine,  Dreti  ^ 
downward,  D^  Ard 


entertainment,  Net-T^- 

Meat 

especial,  S'^P 


._  identical,  Det  i  Kel 


dentification,  Dent^ 
F  shon 


■-/T.--  illegal-ity,  L'^-Gel 

in  reference,  NerF^ 


THIRTIETH   LESSON. 
I  1  I 


213 


in  regard,  Ner'^  Ged 

^N-     in  respect,  Ner-iss-P^ 


/ in  so  far  as,  N-  S  *-  F-  iss 


\        in  the  first  place,  N'-F'^ 
ND  Pel -iss 


in  the  second  place,  N 
iss-  K-Pel'^-iss 


in  the  meantime,  TV 
Men-T^ 


-"^—     independent-ce,  End- 
Pend'^ 


indescribable.  End-  iss 


\ 


—  inspire-ation,  in -iss - 
Per^ 


n. 


indifferent-ce,  N-Def^ 


individual,  End-Ved'^ 


_!lrl^_  infer-red,  N-F'^ 


.J^nV^_  infers-ence,  N-F^-iss 


._.s_xv..   inhabit-ed-ant,  N-Bet'^ 


inquire-y,  A^i-  Wer 


— ^-^^ —  integrity,  Ent"^  Gret 
—--^  —  interpret,  Ent-Pret^ 
involve,  N-V^ 

J 
__,/^_  January,  P-N 

-Lrrrr^  Jcsus  Chrlst,  P-K 

.brr-  joint  stock,  /ed^iss-T- 

— -) judicial,  y^^/i'/jA 

judiciary,  yi?^  ^  -  ^.^^r 


J 


judicious-Iy,  Jed  1  ■  Shay 


__aQ^^_  juxtaposition,  P-iss-P 
^^  iss-eshon 


n^ 


M 


machine,  M-Ish^ 


214 


COMPLETE   SHORTHAND   MANUAL. 


O^ 


M  I 

machinery,  M-Ish^- 
Ray 

majority,  M'^-Jert 


inanifest-ed-ation,  M^- 

N-iss 


,manufacture-r-ory,  M- 


meanwhile,  M'^Nel 


^::~i'^:^^>'  memory,  memorandum, 

^r:>,:c:^vi:1  memoranda,  M^-M- 
Ray  D 

^^~~^'-^\  merchandise,  M^-Ray^ 
f  Clut-Z 


—  misfortune,  M^-iss- 
Frct 


mortgage,  Mer'^-Gay 

/__  mortgagee,  Uler-Gay-J- 


N 
'^' — '^ —  negligent-ce,  N^-Gel 

—^^ New  Jersey,  N^-J 

_.^-.._New  York,  N^-Yay 

_5^-i\_  nobody,  N^-Bed 

__I1_.  nothing,  N-Ith^ 


November,  N-V^ 


pecuniary-ily,  P'^Ken 


V 


^_  Pennsylvania,  P^  iss- 
Lay-V 

perfected,  Pref^  Ket 


N 


neglect,  N--Gay 


neglectful,  jV^-Gef 


.perpendicular,  Per^- 
Pen 

__\/_ perpetual-ate-ion,  P"^- 

Ray -Pet 

__^^v;__  portion,  P'^-Ray-shon 


powerful,  P^Ref 


THIRTIETH  LESSON. 


215 


— }\- prepare,  Per'^P-Ray 

.\^__  property,  Per'^-P 

__i\-_    proportion,  Per^-P- 
\<  shott 

_  \v^_  public,  P'^-B 

— \ publication,  P^-B-skon 

— \- —  purpose,  P^P-iss 


Z^ 


rapid-ity,  Ray^Pet 


/-— recollect-ed-ion,  Ray'' 

Kel  K 


reduction,  Ray'^-D-shon 
remit-ted-tance,  R  ^  •  Met 


repeat-ed-tition,  Ray"^- 
Pet 


/^ 


-  repute-d-ation,  ^«y^-/V/ 


_._^i._  respect-ed-ful,  Ray'^-iss- 
P 


^.. 


respond-ed-ent,  Ray^- 
iss  -  Pent 


-J-  responsive,  Ray^-iss- 
Pen 


.^- 


responsible-ility,  Ray^- 
iss 'Pens 


o-J' —  Secretary  of  State,  iss- 

Kret^  iss-Tet 

»_on=^_.  Secretary  of  War,  /jj- 
Kret^-Wer 


I 


... scientific,  S^-Ent 

signature,  iss-Gay^-Net 

— ^^ — — "  September,   iss-Pet^-M 
./ so  far  as,  S'^F  iss 


..-K-—.  southwestern,  iss-JVaj^- 

iss  ■  Reu 

0—  southwest,  iss-JVay^- 

steh 

L stranger,  iss-Ter'^-Jer 

.1— _  strength,  iss-Ter'^-Ith 


2l6 


COMPLETE   SHORTHAND 
S 


L 

..k,.„ 


-t- 


strengthen,  tss-Ter^- 
Then 

substantial-ity,  iss -B^- 
iss  -  T 

substantiate-d-ion,  iss- 
B^-iss-Ten 

,  sufficient-ly,  iss-F'^- 
Shay 


technical-ity,   T'^-K 

temperate-ance,   T^- 
Emp 

testify,   T'^-iss-F 
testimony,   T'^-iss-M 


testimonial,    V^-iss-M- 

Nd 


thanksgiving,  Ith^-iss- 
Gay 

to  become,  B^-K 


transfer-red,  Ter'^-iss-F 


_L.„ 


transfers,    Ter'^-isS'F- 

iss 


,—  transform,  Ter'^-iss- Fer 


-::1 


MANUAL. 

U 
unexpect-ed,  N-iss-P^ 


^-  uniform-ity,  N-Fer^ 


unquestionable,  N^- 
Ken-B 


< 

--S- 


^. 


valid-ity,  V^-Bld 
vice  versa,   V^-Ver 
Virginia,   V^-J 

W 

•  warrant,   Wernt'^ 

worship-ed,   Wer^-Ish 
.worshiper,   Wer'^Ish-/^ 


__o_ yes,  sir,   Yay'^-ses 


yesterday.  Ester  ^ 


THIRTIETH   LESSON.  2\^ 

REMARKS. 

The  preceding  list  of  word-signs  and  contractions  are 
such  as  will  occur  in  almost  any  kind  of  shorthand  work, 
and  the  same  must  be  thoroughly  memorized.  The  amanu- 
ensis'will  naturally  form  contracted  outlines  for  many  of 
the  frequently  occurring  words  and  phrases  in  his  special 
work ;  but  the  learning  of  such  contractions  need  not  be 
done  until  he  has  decided  upon  the  work  in  which  he 
will  engage.  Under  this  head  Mr.  Selby  A.  Moran  says : 
"  Every  kind  of  profession  or  business  has  a  large  number 
of  words  and  phrases  peculiar  to  it.  Outside  of  the  range 
of  these  peculiar  branches  these  words  are  seldom  used. 
Hence  it  is  not  advisable  for  the  student  to  spend  time 
in  learning  a  long  list  of  abbreviations,  a  large  per  cent  of 
which  are  made  use  of  only  in  special  branches  of  work. 
The  better  plan  is  for  the  student  to  learn  only  the  signs 
for  the  most  commonly  occurring  words  and  phrases.  Then 
when  he  has  decided  to  engage  in  any  particular  branch  of 
business,  or  after  he  has  had  opportunity  to  gain  some  expe- 
rience in  it,  he  will  find  it  an  easy  matter  to  contract  the  out- 
lines for  the  words  and  phrases  peculiar  to  that  profession 
or  business,  and  for  the  stereotyped  expressions  to  which 
his  employer,  like  all  mankind,  is  particularly  addicted. 

"  Most  reporters  devise  contractions  for  such  terms  and 
expressions,  and  find  them  very  helpful  in  expediting  theii 
work,  and  in  no  way  aifecting  the  legibility  of  their  notes." 

TO    THE    LEARNER. 

As  this  is  distinctively  a  text- book  on  shorthand,  we  have 
omitted  everything  that  does  not  bear  directly  upon  the 


2l8  COMPLETE  SHORTHAND  MANUAL. 

subject,  either  in  learning  the  principles  or  the  application 
of  the  same  in  writing.  The  principles,  if  thoroughly  under- 
stood and  put  into  sufficient  practice,  will  enable  the  writer 
to  report  the  exact  words  of  the  fastest  speaker.  We  have 
not  burdened  the  Manual  with  instructions  for  the  use  of 
the  capital  letters,  spelling,  punctuation,  paragraphing,  etc., 
as  these  are  subjects  with  which  the  learner  is  supposed  to 
be  familiar  before  he  takes  up  the  study  of  shorthand ;  still, 
if  he  is  not,  he  should  give  his  attention  to  some  one  of  the 
many  text-books  treating  of  these  subjects.  The  transcrip- 
tion of  shorthand  notes  is  usually  done  on  a  type -writer,  and 
the  ability  to  do  this  at  thirty-five  or  forty  words  a  minute  is 
one  of  the  necessary  qualifications  of  the  amanuensis. 

Each  of  the  following  exercises  must  be  read  until  every 
word  can  be  spoken  as  readily  as  if  written  in  longhand ; 
then  copy  the  same  ten  times;  after  which  it  should  be 
written,  from  dictation,  until  it  can  be  done,  neatly  and 
correctly,  at  the  rate  of  one  hundred  words  a  minute. 

CORRESPONDENCE. 


THIRTIETH   LESSON. 


219 


■V-^-^-— V--- 


.?.':_-:x.q_-.^. 


~r 


o U ^  »_yL_^__/_-o c/—/... 


-y- 


-f 


.Z 


,L_/fcL„-.^.__l_l 


_a_l. 


/. 


\ 


220  COMPLETE  SHORTHAND  MANUAL. 


— V/--I — --^ — n^- 


-5^-.'L-^.J__!J___^- 


/ 


JUL. 


.1^. 


I C_J_._^ 


Jtf- 


J_ 


-0- ■^- 


■I 


V   „  V 


_^_ 


3---| 


4-^ 


<6l_.  j 


.._:f:_l_. 


_^:-LJ._-S_ 


—  t--- 


7i. 


.,=^-, 


-V-1---^ 


THIRTIETH    LESSON. 


221 


o-i' 


v' 


X 


^    ^  \>   .>o^-^^  ^   ^^    C^ 

1\S~Z O 5 « 


fCL 


.ri.-r.._"::^_„k_^s>... 


^ 


!_.'-:. 


-^-^-^-i- 


J. 


L- 


«^. 


r- 


^o. 


f^--::^. 


222  COMPLETE  SHORTHAND  MANUAL. 


THIRTIETH   LESSON.  223 


"^ 


_--_^ 


3--.-J.-^-.-\-V__I: 


WHAT   TRUE   EDUCATION   INVOLVES. 


„^^p.— L 


.iJ._/_e-     ^ 


224  COMPLETE  SHORTHAND  MANUAL. 


^ 


.<:^.AL_Z-  ^__.r-^_-!^s^ 


1 


_,.^CSt_ CZ 


>    r 


^1^^..^ 


^^/^    ^  V 


.s/.. 


^-^-\-~---r- 


1 


_l^— ':'_-._L_/=s-A.-, 


/ 


y_.':y}^ '^  _     \ 


■■V 


J?-. 


.-.£r35. 


->;/- 


/> 


-I- 


THIRTIETH  LESSON.  22$ 


1 


1_,^\ 


L   . 


^^ 


-It-^- 


/r35_ 


-^-^-Ht-^^---^->f 


V 


\ 


.,.::i_..^l_:^.\ 


r- 


.!•__ 


i„.k_ 


^ 


-\- 


■  V^~  -^   . 


1  • 


.:i_i 


15 


226  COMPLETE  SHORTHAND  MANUAL. 

^  ^^  ^  -  ^  ^  •  ^  )  r 


.>- : 


A. 


v^-^^-^- 


^    A 


.j^--. 


Jo^_ 


:_1L  jL 


_:n„^_^ 


^  t 


Y 


THE   USE   AND   ABUSE   OF   WEALTH. 


HORACE   MANN. 


La. 


.a. 


---V 


j^_:^-.^_.!:'. 


— -.w- 


_:^. 


^ 


THIRTIETH   LESSON.  227 


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228  COMPLETE   SHORTHAND   MANUAL. 


COMPOSITION   FOR  THE   PRESS. 


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THIRTIETH   LESSON. 


229 


PERFORM   YOUR  WORK  TO   SUIT  YOUR 
EMPLOYER. 


S.   A.   MORAN. 


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WHAT   THE   OCEAN   SAYS. 

O.   W.   HOLMES. 


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THIRTIETH  LESSON.  23 1 


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232  COMPLETE  SHORTHAND  MANUAL. 


WRITING  EXERCISES. 

CORRESPONDENCE. 

We  have  not  had  settlement  of  our  joint  account  for 
many  months,  and  we  feel  that  it  is  for  our  mutual  interests 
to  settle  accounts  periodically  at  intervals  of  not  more  than 
three  months.  As  July  marks  the  middle  of  the  year,  we 
would  esteem  it  a  favor  if  you  would  make  us  a  settlement 
of  account  to  that  date  as  soon  as  possible.  Although  the 
account  is  not  large,  still,  we  think,  as  above  stated,  that 
it  is  better  to  balance  the  account  frequently  and  to  start 
anew,  thereby  avoiding  any  possibility  of  disputes  in  regard 
to  old  accounts. 


We  enclose  statement  to  June  ist.  As  you  are  aware, 
this  account  is  long  overdue,  and  we  feel  now  that  we  must 
insist  on  a  prompt  settlement  of  the  same  with  interest  from 
February  5  th.  We  like  to  be  lenient  with  our  customers, 
and  we  think  you  will  concede  we  have  been  lenient  in  this 
case.  We  are  obliged  to  collect  our  accounts  when  due,  in 
order  to  be  able  to  pay  our  own  accounts  promptly.  There- 
fore please  let  us  hear  from  you  at  once  in  regard  to  the 
matter,  with  check. 


We  have  received  your  letter,  and  in  reply  we  say  that  we 
enclose  you  a  contract  written  out,  which  is  similar  to  the 
one  you  sent,  and  we  believe  it  is  a  fair  one.  We  always 
try  to  do  the  fair  thing  with  everybody,  as  you  will  find  out 
if  you  have  much  to  do  with  us ;  and  we  do  not  wish  to 


WRITING  EXERCISES.  233 

take  advantage  of  any  one,  whether  we  have  a  contract  or 
not.  Please  send  your  copy  in  just  as  soon  as  you  can,  and 
have  it  all  written  out  neatly  on  the  typewriter. 


Referring  to  my  letter  of  late  date,  permit  me  to  say  I 
cannot  understand  why  you  did  not  inform  me  of  the  result 
of  your  negotiations  sooner.  I  can  assure  you  that  it  has 
placed  me  in  a  very  embarrassing  position.  I  think  the 
gentleman  you  refer  to  can  aid  you.  Please  call  upon  him 
and  ask  him  if  he  can  and  will  do  so.  If  he  cannot,  please 
advise  me  at  once.  If  you  cannot  get  his  assistance,  I  think, 
if  you  can  arrange  to  see  Mr.  Ferguson,  he  will  co-operate 
with  you. 

You  did  not  say  whether  you  had  seen  Mr.  Johnson  or 
not.  You  cannot  overestimate  the  importance  of  your  see- 
ing him  at  an  early  day.  Please  notify  me  that  you  have 
seen  him  and  adjusted  the  matter.  If  I  had  known  that 
you  had  not  attended  to  the  matter,  I  should  have  referred 
it  to  some  other  attorney. 

You  may  write  me  at  the  above  address. 


I  find  my  business  increasing  so  rapidly  that  my  capital 
is  insuflficient  to  meet  its  requirements,  and,  as  you  have 
doubtless  noticed,  my  orders  to  you  for  some  time  back 
have  been  gradually  increasing.  I  wish  to  assure  you  that 
this  is  simply  the  result  of  a  healthy  increase  of  business, 
and  not  of  any  irregularity  or  careless  extension  of  it. 

The  long  credit  I  am  obliged  to  give,  and  this  inadequacy 
of  capital,  which  prevents  me  from  carrying  a  sufficient 
stock,  naturally  places  me  at  a  disadvantage  in  filling  orders ; 


234      COMPLETE  SHORTHAND  MANUAL. 

in  consequence  of  which,  and  trusting  that  you  have  every 
confidence  in  me,  I  would  ask  your  acceptance  of  my  note 
at  90  days  for  the  amount  of  your  bill,  which  act  of  conces- 
sion on  your  part  will  assist  me  materially  in  meeting  my 
obligations. 

Your  esteemed  favor  of  the  ist  instant  has  been  duly 
received  and  contents  noted.  I  had  expected  to  make  you 
a  visit  before  the  first  of  the  year,  but  matters  are  in  such 
shape  that  I  find  it  impossible  for  me  to  leave  here  for 
some  time.  I  cannot  make  any  arrangement  now  until 
things  are  fixed  up  in  this  district,  but,  when  that  is  done, 
will  see  what  I  can  do  for  you.  The  report  of  the  year's 
work  will  be  issued  on  the  9th  of  next  month.  It  will  give 
me  pleasure  to  mail  you  a  copy,  which  you  will  please 
examine  closely  before  insuring  in  any  other  company. 
You  will  find  his  company  as  good  as  any  in  the  United 
States,  and  better  than  most  of  them  in  many  respects. 


Your  agents  in  Chicago  write  me  that  our  trucks  will  be 
shipped  this  week  from  the  manufacturers  in  Chicago  to 
Lynn  for  mounting.  I  wish  you  would  wire  me  on  receipt 
of  this  letter,  stating  when  you  will  have  them  mounted  and 
ready  to  ship.  It  is  very  important  that  I  should  have  defi- 
nite information  regarding  the  shipment  one  week  from  next 
Monday,  as  on  that  day  I  have  to  appear  before  the  city 
council  to  ask  an  extension  of  time  allowed  me  in  my  fran^ 
chise  to  put  more  cars  on  the  road. 

To  make  the  headway  required  by  the  franchise,  I  must 
have  these  cars  in  order.  Hence  the  importance  of  having 
such  information  as  will  show  good  faith  on  my  part. 


WRITING  EXERCISES.  235 


WHAT  TRUE   EDUCATION   INVOLVES. 

In  outlining  the  essential  needs  in  modem  education,  a 
writer  says  :  "  Schools  for  the  people  must  emphasize  those 
features  of  an  education  which  will  be  most  helpful  to  the 
people,  which  take  hold  of  their  daily  life  to  its  strengthen- 
ing and  its  sweetening.  First  and  foremost,  in  all  grades 
of  advancement,  must  come  the  useful,  with  enough  of  the 
ornamental  to  make  the  useful  attractive. 

"  In  the  proper  development  of  selfhood  which  looks  to 
an  increase  in  means  of  self-elevation,  and  which  results  in 
the  elevation  of  others  brought  under  its  influence,  the 
school  must  look  to  the  most  prominent  needs  of  the  child. 
For  persuasion,  he  needs  a  control  of  his  own  language,  an 
understanding  of  the  use  and  the  power  of  words,  a  self-poise 
which  will  ensure  a  ready  and  a  right  utterance  at  the  right 
time,  ability  to  think  upon  his  feet,  and  a  store  of  knowledge 
upon  which  to  draw  at  will.  For  practical  power,  he  needs 
to  know  of  men  in  their  various  relations,  how  men  have 
acted  under  certain  conditions,  what  men  have  succeeded 
and  by  what  means,  how  nature's  forces  may  be  utilized,  in 
what  directions  he  may  best  use  his  own  physical  powers 
through  their  strengthening  and  their  preservation,  how  each 
may  secure  the  best  results  in  the  application  of  acquired 
intellectual  power  to  the  industries  in  which  he  must  engage, 
how  his  sphere  of  influence  may  be  enlarged  through  the 
application  of  the  highest  moral  forces.  In  this  commercial 
age  the  child  must  not  be  left  in  ignorance  of  the  wide 
world,  so  narrowed  by  advance  of  science  as  to  give  pun- 
gency to  the  adage,  '  Nothing  human  is  foreign  to  me.' 
With  this  community  of  interest  competition  arises,  which 


236  COMPLETE  SHORTHAND  MANUAL. 

will  demand  the  closest  calculation,  the  clearest  head,  thi? 
firmest  principles,  the  most  thorough  knowledge  of  the 
forces  at  command  and  of  their  most  effective  use. 

"  The  man  that  is  to  be,  therefore,  needs  a  grounding  in 
the  language  of  his  country,  facility  in  processes  of  reason- 
ing, familiarity  with  the  forces  of  nature  and  the  methods  of 
their  control,  knowledge  of  other  peoples,  of  the  course  and 
the  laws  of  trade. 

"  The  child  who  has  been  taught  to  utter  tersely  and  with 
clearness  his  own  thoughts,  who  has  acquired  the  habit  of 
close  and  critical  observation  of  the  common  things  about 
him,  who  can  control  his  muscular  movements  within  the 
lines  of  their  highest  efficiency,  who  realizes  as  he  climbs  the 
hill  of  knowledge  that  his  horizon  rapidly  recedes,  and  is  by 
reason  of  this  made  more  humble,  —  the  child  so  taught  and 
trained  can  never  be  educated  out  of  his  sphere  in  life,  but 
will,  on  the  other  hand,  be  educated  for  it.  Enough  has 
been  said  to  indicate  the  fundamental  topics  in  a  proper 
course  of  study.  They  should  be  such  as  to  call  into  exer- 
cise the  faculties  of  sight,  speech,  and  manual  skill." 


THE  USE  AND  ABUSE  OF  WEALTH. 

HORACE   MANN. 

Now,  I  wage  no  war  against  wealth.  I  taint  it  with  no 
vilifying  breath.  Wealth,  so  far  as  it  consists  in  comfortable 
shelter  and  food  and  raiment  for  all  mankind,  in  competence 
for  every  bodily  want,  and  in  abundance  for  every  mental 
and  spiritual  need,  is  also  valuable,  —  so  precious,  that  if 
any  earthly  object  could  be  worthy  of  idolatry,  this  might 
best  be  the  idol.     Wealth,  as  the  means  of  refinement  and 


WRITING   EXERCISES.  237 

embellishment,  of  education  and  culture,  not  only  universal 
in  its  comprehension,  but  elevated  in  its  character ;  wealth, 
as  the  means  of  perfecting  the  arts  and  advancing  the  sci- 
ences, of  discovering  and  diffusing  truth,  is  a  blessing  we 
cannot  adequately  appreciate ;  and  God  seems  to  have  pro- 
nounced it  to  be  so  when  he  made  the  earth  and  all  the 
fulness  thereof  —  the  elements,  the  land  and  sea,  and  all 
that  in  them  is  —  convertible  into  it.  But  wealth  as  the 
means  of  an  idle  or  a  voluptuous  life,  wealth  as  the  fosterer 
of  pride  and  the  petrifier  of  the  human  heart,  wealth  as 
the  iron  rod  with  which  to  beat  the  poor  into  submission 
to  its  will,  is  all  the  curses  of  Pandora  concentrated  into 
one.  It  is  not  more  true  that  money  represents  all  values 
than  that  it  represents  all  vices. 


COMPOSITION   FOR  THE  PRESS. 

A  person  desirous  of  entering  into  journalism  should  care- 
fully educate  himself,  by  private  practice,  for  some  special 
department  in  the  same.  He  should  accustom  himself  to 
ready  thought,  ready  decision,  and  ready  expression.  This 
can  be  attained,  but  only  after  long  and  patient  practice. 

Each  of  his  private  attempts  should  be  written  with  as 
much  care  as  if  it  were  designed  for  immediate  publication 
in  a  journal  whose  readers  are  all  critics.  This  course  may 
be  objected  to,  as  calling  for  the  exercise  of  too  great 
patience,  application,  and  study ;  but  it  should  be  remem- 
bered that,  in  this  age  of  abundant  talent,  eminence  in  any 
one  literary  department  is  to  be  won  only  by  unusual  effort ; 
but  perseverance,  invincible  determination  to  win,  with  suf- 
ficient amount  of  practice,  oftener  wins  than  loses. 


238  COMPLETE  SHORTHAND  MANUAL. 

PERFORM   YOUR  WORK  TO   SUIT  YOUR 
EMPLOYER. 

S.   A.  MORAN. 

Your  employer  pays  you  for  your  services,  and  they  should 
therefore  be  rendered  in  a  way  agreeable  to  his  wishes.  Too 
often  beginners  are  informed,  soon  after  taking  a  position^ 
that  their  services  are  no  longer  required,  simply  because 
ihey  have  persisted  in  doing  things  as  they  themselves 
thought  best,  when  they  were  well  aware  that  their  em- 
ployer had  been  in  the  habit  of  doing  or  having  the  same 
things  done  in  another  way.  Although  you  may  be  sure 
that  your  methods  are  better,  if  he  does  not  think  so  that 
should  end  the  matter. 

In  most  matters  relating  to  the  shorthand  part  of  the 
business,  employers  leave  all  to  the  management  of  their 
amanuenses.  They  do,  however,  generally  have  some  regu- 
lar forms  which  they  have  followed  for  years ;  as,  for  exam- 
ple, they  have  a  certain  plan  of  filing  away  their  letters, 
and  do  not  wish  to  disarrange  their  business  by  changing, 
even  though  some  new  plan  might  be  a  little  better.  The 
amanuensis  should  be  perfectly  willing  to  adapt  himself  to 
such  arrangement.  In  case  no  particular  forms  have  been 
made  use  of,  and  the  employer  is  willing  that  the  reporter 
introduce  plans  of  his  own,  there  can  be  no  objection  to 
his  doing  so. 


WHAT   THE   OCEAN   SAYS. 

O.    W.    HOLMES. 

The  ocean  says  to  dwellers  on  its  shores  :  You  are  neither 
welcome  nor  unwelcome.     I  do  not  trouble  myself  with  the 


PHRASING.  239 

living  tribes  that  come  down  to  my  waters.  I  have  my  own 
people,  an  older  race  than  yours,  that  grow  to  mightier 
dimensions  than  your  mastodons  and  elephants ;  more  nu- 
merous than  all  the  swarms  that  fill  the  air  or  move  over 
the  thin  crust  of  the  earth. 

Who  are  you  that  build  your  gay  palaces  on  my  margin? 
I  see  your  white  faces  as  I  saw  the  dark  faces  of  the  tribes 
that  came  before  you,  —  as  I  shall  look  upon  the  unknown 
family  of  human  kind  that  will  come  after  you.  And  what 
is  your  whole  family  but  a  parenthesis  in  a  single  page  of 
my  history  !  The  raindrops  stereotyped  themselves  on  my 
beaches  before  a  living  creature  left  his  footprints  there. 
This  horseshoe  crab  I  fling  at  your  feet  is  of  older  lineage 
than  your  Adam,  —  unless,  perhaps,  you  count  your  Adam 
as  one  of  his  descendants. 


PHRASING. 


BATES   TORREY. 


Phrasing  in  shorthand  occupies  a  unique  position,  and 
sometimes  a  debatable  one.  Some  stenographers  will 
employ  it,  others  will  not ;  one  can,  another  cannot.  The 
remove  is  a  wide  one  from  the  practice  of  the  writer  who 
declared  that  "  Where-do-you-reside  ?  "  was  the  extent  of 
his  phrasing  up  to  the  complicated  tangles  of  the  enthusiast. 
Yet  there  is  a  middle  course  which  may  be  discreetly  taken. 

But  what  are  phrases?  Parts  of  sentences.  What  are 
sentences?  Coherent  language.  Are  phrases  coherent? 
They  should  be  to  become  legitimate  material  for  short- 
hand writing. 


240  COMPLETE   SHORTHAND  MANUAL. 

In  spoken  language  there  occur  groups  of  words  which 
combine  as  the  result  of  vocal  effort,  —  which  are  run 
together,  as  it  were,  in  a  rhetorical  confluence  of  sound. 
It  goes  without  saying  that  in  their  spoken  quality  these 
are  in  harmony  with  syntactical  requirement,  and  if  the 
composite  outline  made  for  them  has  a  fluent  form,  then 
an  acceptable  shorthand  phrase  is  the  consequence. 

The  advantages  of  the  phrase  are  in  the  saving  of  the  pen 
liftings  and  in  bringing  the  thought  to  a  visible  focus.  A 
knowledge  of  the  context  always  assists  the  reader.  The 
phrase  outline  is  a  striking  illustration  of  this  idea ;  it  not 
only  presents  the  form  together,  but  in  a  most  helpful 
juxtaposition. 

Almost  any  combination  of  words  of  related  meaning,  and 
possessing  a  certain  completeness  by  themselves,  may  be 
phrased  ;  though  this  is  not  equivalent  to  saying  they  should 
be.  Far  from  it.  The  exigencies  of  speed  have  a  bearing 
on  the  question ;  mechanical  difficulties  supervene  j  the 
temperament  of  the  writer  must  be  considered.  Therefore 
the  following  deductions  may  be  made  :  — 

1 .  Never  phrase  what  is  not  a  phrase ;  that  is,  never 
combine  outlines  of  words  that  have  no  mutual  dependence. 
Which  is  not  far  from  saying,  never  phrase  over  a  mark  of 
punctuation  or  rhetorical  pause  in  speech. 

2.  The  best  material  for  the  composition  of  the  phrase  is 
to  make  it  of  wo?-d-sig>is  ofily.  The  next  best  is  to  begin 
with  a  word- sign  ;  and  in  no  event  should  a  phrase  consist 
of  unfamiliar  outlines. 

3.  The  first  word  of  the  phrase  should  be  in  its  correct 
position,  for  a  guide  to  reading.  Rare  exceptions  are  where 
another  member  of  the  phrase  [generally  a  word-sign]  de- 


PHRASING.  241 

pends  on  position  for  its  distinctive  meaning ;  as  AU-those, 
In-as-much,  We -should- say,  On-account-of. 

4.  Refrain  from  extending  phrase-forms  very  much  below 
the  line,  and  always  make  them  amenable  to  the  rules  for 
fluent  outline  formation. 

5.  Avoid  a  radical  change  of  the  original  outline  in 
order  to  write  a  fluent  phrase.  Do  not  break  into  estab- 
lished forms,  which  are  mental  property  that  should  not 
be  disturbed. 

Like  the  alleged  impromptu  speech,  the  shorthand  phrase 
must  commonly  be  prepared  beforehand.  It  can  rarely  be 
spontaneous,  and  never  so  by  the  inexperienced  writer ;  it 
must  be  cultivated  by  the  beginner,  or  else  wholly  neglected 
until  it  shall  appear  of  itself  in  the  work  of  the  proficient. 

The  vital  question  is  when  to  begin.  So  many  forget  to 
phrase  in  the  excitement  of  rapid  writing,  we  are  inclined 
to  the  opinion  that  the  acquirement  can  just  as  well  be  post- 
poned until  considerable  facility  of  writing  detached  forms 
has  been  gained.  Then  take  up  phrasing  as  a  distinct 
feature,  and  carry  it  for^vard  logically  from  a  beginning  of 
simplicity  to  forms  of  limited  complication,  —  not  forgetting 
to  stop  within  a  conservative  limit  of  possibility. 

6.  Phrase-writing  should  be  a  development  from  profi- 
ciency ;  it  should  come  last  in  the  steps  toward  shorthand 
perfection,  and  be  cultivated  in  obedience  to  the  foregoing 
rules  and  reflections. 

Finally,  be  simple  in  phrasing.  The  following  are  quite 
the  reverse  of  simple :  That-you-will-also-render-his-stay, 
Unless-there-exist-other- reasons,  Art-of-writing-a-good-let- 
ter,  In-reply-we-would-say-that-the. 

It  were  better  not  to  phrase  at  all  than  labor  to  the  ex- 
tent of  turning  the  thought  from  more  legitimate  endeavor. 

16 


242  COMPLETE   SHORTHAND   MANUAL. 

Let  the  limit  be  the  natural  phrase,  like  We -do-not,  In- 
answer,  If-it-is-not,  Not-only,  For-instance,  Would-not-have, 
Dear-sir,  Yours-respectfully,  Of-course,  We-are-in-receipt. 

If  extremes  of  phrasing  were  likely  to  result  from  a  limited 
indulgence  in  it,  we  should  say.  Phrase  not  at  all ;  but  if 
discreetly  managed,  the  simple,  familiar,  unaltered  phrase, 
employed  as  naturally  as  any  shorthand  material,  can  be 
made  of  much  practical  assistance. 

Therefore  be  conservative  in  phrasing,  as  well  as  simple, 
remembering  always  that  speed  and  legibility  make  demands 
in  shorthand  writing  which  are  superior  to  every  other 
consideration. 


SYLLABICATION. 


BATES   TORREY. 


The  simplest  statement  of  what  syllabic  shorthand  should 
be  is,  that  it  should  exhibit  a  stroke  for  each  syllable  of  the 
word. 

This  calls  for  definitions.  A  stroke  is  a  consonant  stem, 
with  or  without  circle,  loop,  or  hook  appendages,  or  halving 
or  lengthening  modifications. 

The  familiar  conception  of  a  syllable  is  the  conventional 
division  of  a  word  into  certain  parts.  This  may  be  termed 
written  syllabication.  But  in  shorthand  there  is  another 
notion  of  the  syllable,  namely,  the  combination  of  sounds 
given  by  a  single  vocal  impulse.  This  is  a  spoken  syllable. 
The  one  is  structural,  depending  upon  a  juxtaposition  of  the 
letters  in  spelling,  which  are  divided  according  to  ortho- 
graphic rules  ;  the  other  voices  the  natural  rhythm  of  sounds 
which  constitute  language. 


SYLLABICATION.  243 

For  the  purpose  of  fluent  shorthand  writing  both  the 
written  and  the  spoken  syllabication  are  followed,  but  the 
use  of  the  former  is  by  far  the  most  frequent. 

If  a  consistent  plan  could  be  pursued,  it  were  far  better 
to  have  one  guide,  and  the  written  syllabication,  in  order 
that  a  distinctive  feature  of  the  language  be  maintained. 
The  words  flagrant,  purity,  disobey,  fireman,  policy,  drud- 
gery, paltry,  employ,  distaste,  and  thousands  of  others,  are 
an  exact  rescript  of  the  orthographic  syllable.  In  fact,  out 
of  a  large  number  of  words  examined,  less  than  one  per 
cent  were  found  to  require  a  different  rendering. 

Yet  it  will  naturally  be  inferred  that  among  the  enormous 
number  of  stenographic  combinations  instances  will  occa- 
sionally occur  where  the  written  syllable  cannot  be  con- 
veniently represented,  or,  perhaps,  another  form  may  be 
slightly  preferable,  looking  to  ease  of  writing.    For  example  : 

Written  Syllabication.  Spoken. 

Pro-nounce  Pron-ounce 

Lon-don  Lond-on 

Be-tween  Bet-ween 

Prov-i-dence  Provid-ence 

Pre-fer  Pref-er 

Gar-den  Gard-en 

Pro-tect  Prot-ect 

The  first  column  above  illustrates  the  natural  impulse  of 
the  writer  who  understands  English  and  the  theory  of  short- 
hand ;  the  alternative  forms  represent  the  yielding  to  the 
demands  of  a  fluent  procedure,  to  wit :  ( i )  good  angles, 
(2)  cursive  direction,  (3)  distinguishable  outlines,  (4)  a 
condensed  form. 

The  final  effect  is  not  wholly  bad,  as  it  is  a  very  good 


244  COMPLETE   SHORTHAND   MANUAL. 

counterfeit  of  spoken  language ;  yet  the  conclusion  is  a 
forced  one.  It  is  the  unexpected  that  happens ;  therefore 
the  second  outlines  are  for  the  most  part  more  difficult  to  read. 

The  prime  feature  of  syllable  shorthand  is  its  legibility. 
This  goes  almost  without  saying;  for  if  a  stroke  is  made 
for  a  syllable,  and  the  vowels  cannot  be  applied  to  the 
appendages  [circles,  hooks,  etc.],  but  solely  to  the  stroke, 
the  vowels  are  therefore  strongly  imphed,  and  the  superficial 
outline  spells  the  word. 

The  writing  of  syllable  shorthand  should  not  be  acci- 
dental. The  student  should  have  such  knowledge  of  words 
and  their  elements  that  he  can  designedly  make  his  outlines 
to  conform  thereto.  The  advantages  of  this  method  of 
procedure  are  manifold,  and  not  the  least  of  them  is  the 
positive  intellectual  satisfaction  it  gives. 


PEN  vs.   PENCIL. 

BATES   TORREY. 

Pen  notes  are  far  superior  to  pencil  in  point  of  legibility, 
and  the  beginner  attains  to  a  degree  of  artistic  skill  in  short- 
hand writing  by  use  of  the  pen  much  more  quickly  than 
otherwise. 

The  reason  is  that  the  contrasts  between  light-line  and 
shaded  strokes  are  sharper,  and  angles  made  more  distinct ; 
and  all  this  with  less  effort,  because  the  springy  action  of 
the  pen  point  lessens  the  fatigue  of  writing.  Since  the 
invention  of  fountain  pens  of  absolute  reliability  [as  regards 
ink  feed]  the  sentiment  in  favor  of  pen  notes  has  constantly 
grown  in  strength. 

The  beginner  derives  an  immediate  advantage  from  the 


WHAT  TO   DO.  245 

use  of  the  pen ;  but  the  experienced  writer,  changing  from 
one  to  the  other,  encounters  a  Httle  difficulty  at  first,  though 
it  is  merely  transient.  It  is  admitted  that  the  pencil  can  be 
guided  freely  in  any  and  every  direction ;  but  there  is  a 
certain  smoothness  about  its  action  which  blunts  the  hand 
to  an  appreciation  of  fine  work  in  chirography. 

On  the  other  hand,  when  the  pen  is  adopted,  it  will  be 
found  that  it  cannot  be  pushed  conveniently  in  some  direc- 
tions. Some  characters  will  at  first  be  awkward,  conspicu- 
ously the  shaded  strokes  Gay,  Emp,  and  Ing.  Therefore  a 
suppleness  of  manual  action  will  have  to  be  cultivated,  as 
the  writing  instrument  must  needs  be  turned  in  the  fingers 
as  the  characters  are  made.  This  will  be  done  by  move- 
ments of  the  thumb,  fingers,  hand,  and  wrist. 

While  it  is  possible  to  hold  the  pencil  for  shorthand 
writing  much  the  same  as  in  longhand,  wherein  all  the 
slants  are  in  one  direction,  and  the  pen  handle  can  point 
properly  toward  the  writer,  in  shorthand  the  situation  is 
slightly  different,  and  better  results  will  follow  if  the  pen 
handle  points  outward  from  the  shoulder  somewhat,  and 
the  pen  is  drawn  rather  than  pushed. 

Pen  notes  can  be  made  more  condensed,  as  they  endure 
better  when  filed  away.  The  majority  of  expert  stenog- 
raphers nowadays  use  the  pen  ;  the  beginner  should  write 
with  nothing  else. 


WHAT  TO   DO. 

After  the  learner  has  mastered  all  the  principles,  can  write 
and  read  all  the  exercises  in  the  Manual  at  a  fair  speed,  and 
commenced  to  learn  the  reporting  word- signs,  he  will  natu- 
rally ask  the  question,  "What  am  I  to  do  now?"     If  he  is 


246  COMPLETE   SHORTHAND   MANUAL. 

under  the  instruction  of  a  competent  teacher,  it  is  quite 
likely  the  question  will  not  be  asked,  as  he  will  have  been 
directed  from  the  first  as  to  the  method  of  practice  that 
will  most  surely  and  quickly  lead  to  the  degree  of  profi- 
ciency to  be  attained. 

When  you  begin  to  take  new  matter  and  practice  for  speed, 
you  should  be  governed  by  the  following  suggestions  :  — 

(a)  Write,  from  dictation,  for  five  consecutive  minutes. 
Do  not  stop  to  decide  as  to  the  best  outline  at  the  time  of 
writing,  but  write  the  first  one  which  comes  to  your  mind. 

(d)  At  the  end  of  five  minutes  immediately  read  aloud 
your  notes,  and  at  the  same  time  correct,  in  your  notes,  any 
incorrect  forms.  This  is  the  time  when  you  should  test  your 
shorthand  knowledge. 

(c)  Write,  read,  and  correct  the  same  matter  until  you 
can  write  it  at  the  rate  of  one  hundred  words  a  minute,  and 
read  your  notes  with  absolute  accuracy.  Then  take  new 
matter  and  proceed  as  before. 

(d)  If  you  intend  to  become  a  verbatim  reporter,  then 
you  should  attain  a  speed  of  150  or  175  words  a  minute 
before  discontinuing  the  practice.  After  a  few  days  let  the 
time  of  dictation  be  increased  to  ten  minutes,  then  fifteen, 
twenty,  twenty- five  or  more,  following  the  same  method  as 
outlined  above  until  you  can  write  new  matter,  the  first  time, 
at  the  rate  of  speed  you  desire  to  attain,  whether  it  be  100, 
150,  or  175  words  a  minute,  and  read  the  notes  so  written, 
fluently  and  accurately. 

For  amanuensis'  work  a  fair  rate  of  speed  is  100  words  a 
minute ;  but  the  ambitious  learner  will  not  be  satisfied  with 
less  than  120,  and  will  continue  his  practice  daily  until  that 
speed  is  reached,  and  proficiency  is  attained  in  reading  his 
notes  without  hesitation.  For  all  doubtful  outlines  the 
learner  should  refer  to  "Day's  Shorthand  Dictionary." 


RULES.  247 

RULES. 

FOR  ASCERTAINING  THE  TIME  REQUIRED  TO  WRITE 
ANY  NUMBER  OF  WORDS  AT  THE  RATE  OF  FIFTY 
AND   MORE  WORDS   PER  MINUTE. 

At  50  words  per  minute,  multiply  the  number  of  words 
by  1.2  and  divide  by  60. 

At  60  words  per  minute,  divide  the  number  of  words 
by  60. 

At  75  words  per  minute,  multiply  the  number  of  words 
by  .8  and  divide  by  60. 

At  80  words  per  minute,  multiply  the  number  of  words 
by  .75  and  divide  by  60. 

At  90  words  per  minute,  multiply  the  number  of  words 
by  §  and  divide  by  60. 

At  100  words  per  minute,  multiply  the  number  of  words 
by  .6  and  divide  by  60. 

At  120  words  per  minute,  multiply  the  number  of  words 
by  .5  and  divide  by  60. 

At  140  words  per  minute,  multiply  the  number  of  words 
by  ^  and  divide  by  60. 

At  150  words  per  minute,  multiply  the  number  of  words 
by  .4  and  divide  by  60. 

At  1 60  words  per  minute,  multiply  the  number  of  words 
by  ,375  and  divide  by  60. 

At  180  words  per  minute,  multiply  the  number  of  words 
by  ^  and  divide  by  60. 

At  200  words  per  minute,  multiply  the  number  of  words 
by  .3  and  divide  by  60. 

In  dividing  by  60  do  not  carry  the  quotient  into  a  deci- 
mal. The  quotient  will  be  the  number  of  minutes,  the 
remainder  the  number  of  seconds. 


248      COMPLETE  SHORTHAND  MANUAL. 

AUXILIARY  BOOKS,   ETC. 

The  Manual  presents  all  the  principles  of  shorthand, 
which,  if  thoroughly  understood  and  put  into  sufficient 
practice,  will  enable  the  learner  to  keep  pace  with  the 
fastest  speaker.  In  addition,  however,  to  the  instruction 
contained  in  the  Manual,  and  to  materially  assist  the  learner 
in  mastering  the  art,  we  make  the  following  suggestions  as 
to  books,  etc. 

Day's  "  Shorthand  Copy  Book  "  should  be  in  the  hands 
of  the  learner  as  soon  as  he  begins  the  study  of  the  Manual ; 
it  is  almost  indispensable.  It  is  a  large  book  of  nearly  one 
hundred  pages,  size  of  each  page  8  X  10  inches,  with  words 
and  sentences  for  practice,  all  printed  on  extra  heavy  and 
fine  paper,  with  broad-spaced  blank  lines  ready  for  writing. 
The  contents  embrace  practice  on  all  the  elements  and 
principles  of  shorthand,  continuing  by  easy  stages  to  actual 
letter  writing  and  other  advanced  practice.  It  is  the  most 
complete  practice  book  for  shorthand  students  ever  placed 
before  the  student  or  teacher. 

Day's  Practical  and  Comprehensive  Shorthand  Dictionary 
of  the  English  Language  is  a  work  that  should  be  owned  by 
every  writer  of  a  Pitmanic  system  of  shorthand.  It  contains 
all  the  common  words  with  their  correct  spelling,  syllabica- 
tion, pronunciation,  definition  and  shorthand  outline.  It  has 
an  appendix  containing  the  Names  of  the  States  and  Terri- 
tories and  the  Capitals  ;  Rules  for  Spelling,  Capitalization 
and  Pronunciation ;  Common  Abbreviations ;  Foreign  Phrases 
and  Commercial  Terms. 

Day's  "  Shorthand  Manual  "  is  practically  what  its  term 
signifies,  a  "  manual.''  It  tells  the  pupil  just  what  to  do, 
and  how  to  do  it.     If  every  text-book  were  its  own  instruc- 


AUXILIARY   BOOKS,    ETC.  249 

tor,  —  teacher,  —  there  would  be  no  need  of  schools  or  col- 
leges. Text-books,  from  their  very  nature,  leave  out  the 
familiar  "talks "of  the  instructor,  —  his  instruction,  so  to 
speak,  —  and  the  "  Manual "  is  the  first  attempt  to  present 
lesson  helps  that  will  practically  take  the  place  of  oral 
instruction. 

When  you  begin  the  study  of  shorthand  do  not  change 
systems.  Be  slow  to  adopt  or  make  use  of  principles  which 
claim  to  increase  speed  or  legibility.  The  principles  pre- 
sented in  the  Manual  are  all  that  you  will  ever  need  to  do 
any  kind  of  shorthand  work,  whether  as  amanuensis,  or  law 
or  general  reporter.  The  nearer  you  follow  the  principles 
presented  in  the  system  you  have  learned,  the  better  writer 
you  will  make,  and  the  more  satisfactory  will  be  the  result 
of  their  application  in  all  kinds  of  reporting. 

Eaton's  "  One  Hundred  Lessons  in  Business  "  is  an  excel- 
lent work  for  the  amanuensis,  giving,  as  it  does,  directions 
for  the  use  of  capital  letters,  proper  arrangement  of  business 
letters,  addressing  of  envelopes,  business  advice,  how  to 
speak  and  write  correctly,  hints  and  helps  for  corresponding 
clerks,  etc. 

Be  sure  to  take  one  or  more  shorthand  magazines ;  there 
are  several,  and  every  number  contains  something  of  inter- 
est. You  should  not  think  of  being  without  your  shorthand 
magazine  any  more  than  the  law)'er,  physician,  clergyman, 
mechanic,  or  farmer  would  think  of  being  without  a  paper 
or  magazine  devoted  to  his  interests.  No  student  can  afford 
to  be  deprived  of  the  aid  furnished  by  the  regular  visitation 
of  one  or  more  shorthand  periodicals. 


250      COMPLETE  SHORTHAND  MANUAL. 

CONCLUSION. 

In  order  to  "  get  up  speed  "  in  shorthand  there  is  needed 
practice,  practice,  practice  ;  remember,  it  is  better  to  write 
one  article  one  hundred  times  than  to  write  one  hundred 
articles  once.  Shorthand  is  of  no  practical  use  until  it  can 
be  written  at  a  fair  rate  of  speed ;  and  no  less  essential  is  the 
ability  to  read  whatever  is  written  in  shorthand  characters 
as  readily  as  if  the  matter  had  been  written  in  longhand. 
When  the  learner  can  write  from  one  hundred  to  one  hun- 
dred and  twenty  words  a  minute,  new  matter,  correctly  read 
and  properly  transcribe  his  notes,  he  can  announce  himself 
as  a  first-class  amanuensis. 

A  parting  word  to  the  learner  is  this :  Don't  get  dis- 
couraged ;  don't  get  the  impression  that  you  can  master  a 
profession  as  valuable  as  shorthand  in  a  few  weeks;  it 
requires  patience  and  perseverance ;  and  so  does  every  art 
in  the  practice  of  which  men  earn  their  daily  bread ;  and 
shorthand  is  no  exception  to  this  general  rule.  Whatever 
department  of  shorthand  you  intend  to  enter,  whether  as 
an  amanuensis,  or  law,  sermon,  or  general  reporter,  resolve 
to  stand  at  the  head  of  your  profession. 


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in  regard.. 

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